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课程标准要求教师由传统的知识传授者转变为与学生共同进行知识建构的参与者,教师是问题的发现者和解决问题的合作者.这就要求教师遵循认知规律,以问题引导学习,体现数学知识、学生认知的过程性.数学教学需要创设有效问题,让学生在学习过程中不断地体会和领悟数学知识的本质和数学思想方法,从而潜移默化地提高自身的数学素养.在这个过程中,教师的作用是引导.如何有效地实施这种引导呢?长期的教学实践告诉我们,教师不断创设数学问题,让
Curriculum standards require that teachers change from traditional knowledge transferors to participants who jointly construct knowledge with students, and teachers are discoverer of problems and collaborators to solve problems, which requires teachers to follow the cognitive rules and guide learning by reflection Mathematics knowledge and process cognition of students.Mathematics teaching needs to create effective problems that enable students to constantly understand and understand the essence of mathematical knowledge and mathematical thinking methods in the learning process so as to subtly improve their mathematical literacy.In this process , The role of teachers is to guide.How to effectively implement such guidance? Long-term teaching practice tells us that teachers continue to create mathematical problems, let