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探究性学习是儿童与生俱来的认识方式。新课程的一个重要理念就是倡导学生“做数学”,用亲身体验的方式来经历数学,探究数学。那么,在教学中如何指导学生进行探究性学习呢?下面谈自己的几点做法,愿意和同行们共同探讨。一、创设问题情境。激发学生的探究兴趣德国教育家第斯多惠指出: “教学的艺术不在于传播的本领,而在于激励、唤醒、鼓舞。”创设教学情境,正是有关激励、唤醒、鼓舞的一种艺术。在教学中创设具体、生动的情境,能激发学生的学习兴趣,促使他们以积极的态度、饱满的热情和旺盛的精力主动地学习,从而获得最佳的教学效果。例如,在教学“平均分”这一概念时,笔者创设了一系列的情境,让学生在生动的情境中通过摆一摆、分一分、说
Inquiry learning is an innate way of knowing children. An important concept of the new curriculum is to advocate students to “do math” to experience mathematics and explore mathematics in a first-hand way. So, how to guide students in the teaching of inquiry learning? Here to talk about their own practices, and colleagues are willing to discuss. First, create a problem situation. Inspiring students' interest in exploration The German educator Dr. Duarte said: “The art of teaching does not lie in the ability to spread, but in motivating, awakening, and inspiring.” Creating a teaching situation is exactly the art of inspiration, arousal and inspiration. Creating specific and vivid situations in teaching can stimulate students' interest in learning and encourage them to actively learn with a positive attitude, full of enthusiasm and energetic energy so as to obtain the best teaching results. For example, in teaching the concept of “average points”, the author has created a series of situations in which students can put their points in a vivid situation