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刨根问底的本意是比喻追究底细;寻根究底。在《数学课程标准》解读中关于目标有这样一条:主动参与特定的数学活动,通过观察、实验、推理等活动发现对象的某些特征或与其他对象的区别和联系。这是对于学生的过程性目标,那对于老师呢?一个不善于观察、实验、推理的老师能否创造出适合学生的教学情境呢?笔者认为,教师无论在教学设计、教学过程及作业反馈中,都应“刨根问底”。
The root of the question is the metaphor for investigation; In the interpretation of “mathematics curriculum standards” on the target is such a: take the initiative to participate in specific mathematical activities, through observation, experiment, reasoning and other activities to discover some of the characteristics of the object or with other objects and the difference between and contact. This is a process goal for students, then for the teacher? A not good at observation, experiment, reasoning teachers can create a teaching situation suitable for students? I believe that teachers both in teaching design, teaching process and homework feedback , Should be “rooted in question”.