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本文结合一个高三数学探究性教学实例,说明实施探究教学法要做好三点:选择贴近学生实际的问题探究,确保学生探究能“探动”;培养学生的认知策略与方法,确保学生探究有“方法”;教师要对学生进行恰到好处的评价与激励,确保学生探究有“动力”。
探究教学贵在生成--以“点到直线的距离”探究性教学为例
【摘 要】
：
本文结合一个高三数学探究性教学实例,说明实施探究教学法要做好三点:选择贴近学生实际的问题探究,确保学生探究能“探动”;培养学生的认知策略与方法,确保学生探究有“方法
【机 构】
：
江苏师范大学附属实验学校,江苏省丰县中学
【出 处】
：
中学数学月刊
【发表日期】
：
2021年6期
【基金项目】
：
2018年江苏省教育科学“十三五”规划重点自筹课题“基于高中生学习风格的数学学习策略研究”(批准号:B-b/2018/02/57)的研究成果,2019年江苏省教育科学“十三五”规划立项课题“通过折纸活动提升初中生几何思维水平的教学策略”(批准号:D/2020/02/301)的研究成果.
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