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本文对一些数学教学情境设计进行回顾,对有效的案例进行回味,对低效的案例进行反思,对有效的教学进行归纳;并着重探求失当的表现和类型,从教师的教学思想、教学方法、策略等方面进行归因分析:其中有基本功欠缺的原因,有受传统思想影响而导致的偏执低效行为,也有对新课程思想过犹不及的理解而导致的低效劳动,并提出一些改正的办法,希望作为数学教学情境设计的借鉴,提高数学教学的有效性。
This article reviews some mathematics teaching situation design, reclaims the effective case, reflects on the ineffective case and summarizes the effective teaching, and probes into the manifestations and types of the malpractice. From the teachers’ teaching thinking, teaching methods, Strategy and other aspects of the attribution analysis: one of the reasons for the lack of basic skills, the paranoid and inefficient behavior caused by the impact of the traditional thinking, but also inefficient work on the understanding of the new curriculum ideas too much and put forward some corrective measures, Hope that as a mathematical teaching context design for reference, improve the effectiveness of mathematics teaching.