论文部分内容阅读
核心概念位居数学概念体系的中心,这些概念的内涵与外延交织成“概念网”上的各个节点。好的课堂追问应促成学生把握“概念网”的各个节点,理清它们的生成脉络及相互关系,以期学生在后续教学中逐步把握核心概念,提高学习效率。因此,在设计课堂追问时,应紧扣教学内容和教学目标,找出最适合的逻辑结构。一、递进结构,即各个节点由易到难,层层递进,逐渐攀升高中数学中对单调性定义的全面理解是个逐层深入的过程。教学时,可设计逐层递进的追问如下:(1)对于“定义域A,区间
The core concept is at the center of the mathematical concept system, and the connotation and extension of these concepts are intertwined into various nodes on the concept network. Good classroom chase should lead students to grasp the various nodes of the ”concept network“ to sort out their origins and their relationships, so that students can gradually grasp the core concepts in subsequent teaching so as to improve their learning efficiency. Therefore, in the design of classroom questions, should be closely linked to teaching content and teaching objectives, to find the most suitable logical structure. First, the progressive structure, that is, each node from easy to difficult, progressive, gradually climbing high school mathematics in the monotonicity of a comprehensive understanding of the definition is a layer by layer process. Teaching, the design can be progressive by layer to ask the following questions: (1) for the ”domain A, the interval