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建构主义学习观强调要为学生创设恰当的学习情境,学生通过合作协商等方式主动完成知识的意义建构。强调学习的主动性与情景性,目的在于使学生获得知识与技能、过程与方法、情感态度与价值观的和谐统一。问题解决过程体现了知识与技能、情感态度与价值观的融合。创设合理的、有效的教学情境,能很好地促进学生自主学习,提高教学效果。本文非常系统地从如何创设问题情境的几个方面,详细地阐述了培养学生问题意识的过程,并且理论和教学实践相结合。经过一段时间的培养,学生的问题意识提高了,对知识的理解和掌握能力提高了,取得了较为显著的效果。
Constructivism learning emphasizes the need to create appropriate learning situations for students, and the students take the initiative to complete the construction of the meaning of knowledge through cooperation and consultation. Emphasis on learning initiative and situational, the purpose is to enable students to acquire knowledge and skills, processes and methods, emotional attitudes and values of the harmonious unity. Problem solving process reflects the integration of knowledge and skills, emotional attitudes and values. Create a reasonable and effective teaching situation, can well promote students to learn independently and improve teaching effectiveness. This paper systematically elaborates the process of cultivating students’ problem awareness from several aspects of how to create problem situations, and combines theory with teaching practice. After a period of training, students’ awareness of problems has been raised, and their understanding and mastery of knowledge have been enhanced. More remarkable results have been achieved.