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数学课堂上,老师为了给学生提供探索与交流的思维空间,常常设置具有挑战性的问题情境:或提出具有一定跨度的问题诱发学生进行自主探索;或提供一些开放性的问题,使学生在探索中进一步学习知识,理解知识,尝试不同答案的合理性,回昧数学的真谛。案例:一位三年级老师在练习中布置了这样一道题:有34只小猴想过河,可是河边只有一条小船,这条船每次只能载4只小猴。它们至少需要几次才能全部过河?全班交流时,学生提出了几种不同的解法:生1:因为每次要有一只划船的猴子,这样每次船
In mathematics class, teachers often set challenging situations to provide students with space to explore and communicate. They can ask students questions to explore spontaneously or offer some open questions to explore. In learning further knowledge, understanding of knowledge, try different answers reasonable, ignorant of the true meaning of mathematics. Case: A third-grade teacher in the practice layout of such a question: 34 little monkeys want to cross the river, but the river has only one boat, the boat can only carry four monkeys. How many times does it take them at least to cross the river? There are several different solutions students have proposed at the class exchange: Student 1: Because each time there is a monkey to be rowed,