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质疑是数学的灵魂,数学的真正组成部分是问题和解疑。在数学课堂中,数学概念无不是从质疑、解疑、再质疑、再解释的过程中形成与认知的,新知识的巩固与拓展,学生思维方法的培养与提升,实际应用能力和创新能力的形成,这些过程都是从“问题”开始的。初中生的质疑能力还很稚嫩,尤其是数学课堂中问题的发现能力仍旧处于一个低层面,因此在教学中,需要根据具体的教学内容和学生的学情,设计并合理运用问题串来创设一个学生产生问题和解决问题的过程,将学生的思维由识记、理解、应用等较低层面推向分析、综合、评价等较高层面。如何才能精心设计问题串,提高课堂教学效益呢?本文就此谈谈自己在课堂教学中的一点实践,以期与同仁切磋和探讨。
Doubt is the soul of mathematics, the real part of mathematics is the problem and solution. In mathematics classroom, the concept of mathematics is not only formed and recognized from the process of questioning, resolving, revisiting and re-explaining, the consolidation and expansion of new knowledge, the cultivation and promotion of students’ thinking methods, practical application ability and innovation ability Formation, these processes are from the “problem ” the beginning. The ability of junior high school students to question is still immature. In particular, the ability to discover problems in mathematics classrooms is still at a low level. Therefore, according to the specific teaching contents and students’ learning conditions, the problem strings should be designed and used rationally to create a Students produce problems and solve problems, the student’s thinking from the memorization, understanding, application and other lower level to the analysis, synthesis, evaluation and other higher levels. How can we carefully design the problem string and improve the efficiency of classroom teaching? This article talk about my own practice in classroom teaching, with a view to discuss and discuss with my colleagues.