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我们进行探究性数学课堂教学时,教师应对教学内容有一个全面的认识,弄清知识的形成过程,探究内容相关的知识点,学生在探究过程中(找出证据、推理、实验、猜想等)将会出现的问题,预测学生将出现的不同情况,应做到心中有数.一、探究活动应是知识与情感的统一体传统的数学教学设计过分重视学生的智力因素,忽视了学生发展所必需的非智力因素.对学生的动机、兴趣、意志、情感态度等方面很少考虑或没有考
When we carry out inquiry mathematics classroom teaching, teachers should have a comprehensive understanding of the teaching content, clarify the formation process of knowledge, explore the knowledge related to the content, students in the process of inquiry (to find evidence, reasoning, experiments, conjectures, etc.) Problems that will arise to predict the different situations students will have, should be aware of .One, inquiry activities should be a unity of knowledge and emotion Traditional mathematical instructional design places too much emphasis on students’ intellectual factors, ignoring the students necessary for the development Of the non-intellectual factors of the student’s motivation, interest, will, emotional attitude, etc. with little consideration or no test