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新课标的高考命题改革两大模式中一大类为探究模式,强调尝试与探索意识的考查,其情境往往新颖独特而又无既定的解题程式可参照,主要采用探索法,紧贴条件,边尝试边探索,边探索边实践,逐步推进,在实践中不断修正探索的方向。因此在日常教学中,一直坚持积极倡导学生主动参与到合作教学中,乐于探究、勤于思考,敢于“科学地猜想”;既注重对学生通过合作小组自主获取数学思想和方法,又注重他们根据已有的事实和正确的结论(包括定义、定理、公理等)、实验和实践的结果,结合个人的经验和直觉等推测某些结果的合情推理以及独立地分析、解决问题和提出问题能力的培养。在日常教学中以一道题的当堂监测实录的实例为切入点,就课堂上如何为学生提供更多的探索时间和空间?增加思维的广度和深度?如何让学生“动”起来、例题“活”起来,教师“静”下来作一剖析。
The new curriculum standard of the college entrance examination reform two major models for the mode of inquiry, emphasizing the test and exploration of consciousness, the situation is often new and unique and there is no established problem-solving program can be referred to, the main use of exploration methods, close to the conditions, While trying to explore, while exploring the practice, and gradually promote, in practice, constantly revised exploration direction. Therefore, in daily teaching, we always advocate the active participation of students in cooperative teaching. They are willing to explore, diligently think, and dare to “scientifically guess”. They not only pay attention to students’ independent acquisition of mathematical ideas and methods through cooperative groups, They based on existing facts and correct conclusions (including definitions, theorems, axioms, etc.), the results of experiments and practices, combined with personal experience and intuition, etc., speculate on the reasonable inference of certain results and independently analyze and solve problems and put forward Training problem ability. In the daily teaching, taking a case study of a recorded case as a starting point, how to provide students with more exploration time and space in class? To broaden the breadth and depth of thinking? How to make students “move” Example of “living” up, teachers “quiet ” down for an analysis.