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在以“以境启知,以知怡情”为主要特点的数学情境教学中,数学“知”识的形成过程是连接“境”与“情”的关键环节。而有效地启“知”(即从情境化的问题到问题的知识化过程)策略主要为以下三个方面:启“知”前,创设情境立足教学任务;启“知”中,去情境化时渗透数学化思想;启“知”后,再情境化时注重数学应用。
In the teaching of mathematics situation based on “knowing the environment and knowing the feelings”, the forming process of the mathematics “knowledge ” is the key link that connects “environment ” with “love ” . Effectively, the strategy of “knowing” (that is, from the problem of contextualization to the process of knowledge of the problem) is mainly based on the following three aspects: before creating a situation, setting up a situation based on teaching tasks; “In the case of contextualization to penetrate mathematical ideas; Kai ” knowledge ", and then focus on contextualization of mathematical applications.