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建构主义观点认为学习并非学生对教师授予知识的被动接受,而是一个以其已有的认识和经验为基础的主动建构过程。探究式教学,教师围绕课题内容结合学生能力实际,设计难度不同的探究问题,调动其主观能动性,将学生对知识的理解和应用一步步引向深入。学生通过自己的探究活动,经历知识的发生发展和应用过程,从而积极主动进行知识建构,学生在自己发现规律的同时,也在不断的丰富着自己的逻辑思维,提高思维活动的严谨性和缜密程度,从而做到概念清晰、判断准确、推理有据。本人在五年高职数学课堂进行了探究式教学的应用和实践,本文在实践基础上对探究式教学进行的简要阐述。
Constructivism holds that learning is not a passive acceptance of knowledge given to a teacher by a student, but rather an active construction process based on his or her knowledge and experience. In inquiry-based teaching, teachers, based on the content of the subject, combine the practical abilities of students with different inquiry questions to mobilize their subjective initiative and guide students’ understanding and application of knowledge step by step. Students through their own inquiry activities, experience the occurrence and development of knowledge and application process, and thus proactive knowledge construction, while students find their own laws, but also continue to enrich their logical thinking and improve the rigor and careful thinking activities Degree, so as to achieve a clear concept, accurate judgment, reasoning and evidence. In my five-year vocational mathematics classroom, I carried out the application and practice of inquiry-based teaching. This article gives a brief exposition of inquiry-based teaching on the basis of practice.