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该文针对当前普遍关注和研究的有关数学基本活动经验的内涵、教学价值及其教学实践进行了深入的探讨。文章在充分厘清“经验”含义的基础上提出可以从三个方面来把握数学基本活动经验的内涵,即在亲身经历数学活动过程中获得、具有个性特征、指向于学习策略与方法。因此,教师在课堂教学中也要相应地做出改变实现数学基本活动经验的教学价值,在知识形成的关键处,要放慢教与学的脚步。同时要重视学生之间的差异,鼓励个性化学习,引导学生学会从头到尾想问题,注重对其在学习策略与方法上的指导。另外,教师也可以尝试从过程性目标检测、个性化经验检测及策略与方法检测三个维度,开展对数学基本活动经验的评价研究,并以之引领教学实践。
This article discusses in depth the connotation, teaching value and teaching practice of the current basic activities of mathematics, which are generally concerned and studied. On the basis of fully clarifying the meaning of “experience ”, the article puts forward the connotation that we can grasp the experience of basic activities of mathematics from three aspects, that is, it is acquired in the process of personal experience of mathematics, has the characteristics of personality and points to the learning strategies and methods. Therefore, teachers should make corresponding changes in the teaching of mathematics to achieve the basic teaching experience of teaching value, the key to the formation of knowledge, we should slow down the pace of teaching and learning. At the same time we should pay attention to the differences among students, encourage personalized learning, guide students to learn to think of problems from start to finish, pay attention to their guidance in learning strategies and methods. In addition, teachers can also try to test the process of the target from the individual experience of testing and detection methods and methods of three dimensions, to carry out evaluation of basic experience in mathematics and lead the teaching practice.