论文部分内容阅读
在上海二期课程教学改革的背景下,数学教学如何高效益地使学生的整体素质得到充分发展是每个教师都应关注的问题。要解决这个问题,就必须更新观念,用建构主义的理论去认识学生的学习过程,用系统科学的理论去指导对教学内容的处理,并在此基础上选择正确的策略。上海市唐山中学进行的“多头并进横向教学”的实验,改变了数学课本中对教学内容的“线性”排布,把教学内容处理成主干突出,循环上升的“非线性”结构, 并以这样的内容结构为载体,使学生在整体——局部——整体的内容呈现方式中充分理解和运用数学知识。
Under the background of the teaching reform of Shanghai’s second-period course, how well mathematics teaching can make students’ overall quality fully develop is a problem that every teacher should pay attention to. To solve this problem, it is necessary to update the concept, use the constructivist theory to understand the student’s learning process, use the systemic science theory to guide the processing of the teaching content, and choose the correct strategy on this basis. The experiment of “long-term lateral teaching” conducted by Tangshan Middle School in Shanghai changed the “linear” arrangement of teaching content in mathematics textbooks, and processed the teaching content into a “non-linear” structure with prominent backbone and cyclical rise. The content structure serves as a vehicle to enable students to fully understand and use mathematical knowledge in the overall—local—and overall content presentation style.