论文部分内容阅读
基于思维导图进行数学探究性学习的模式是在教师、学生、思维导图工具、学习内容这四个基本要素的基础上,通过课前借助思维导图预习的一次作图,课内教师设置探究性的情景问题进行二次补充作图,师生合作归纳共同进行三次完善思维导图,课后复习加深思考巩固思维导图这四个环节进行组成。以下便是笔者对这四个环节的深入阐释与研究。一、基于思维导图进行课前预习课前预习是学生进行自主探究性学习的第一阶段,也是探究性学习不可或缺的一个阶段。思维导图是一种思考,
Based on four basic elements: teacher, student, mind mapping tool and learning content, the mode of mathematics inquiry learning based on mind map is based on the first mapping of the mind map preview by class and the teacher in class Exploratory scenarios to complement the secondary mapping, teachers and students co-induction to jointly conduct three times the mind map, review after thinking to deepen thinking to consolidate the mind map of the four aspects of the composition. The following is the author of these four aspects in-depth interpretation and research. First, based on the mind map for pre-class preview Pre-class students to conduct independent inquiry learning is also an essential stage of inquiry learning. Mind map is a kind of thinking,