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“数学情境与提出问题”的研究中,强调创设情境是提出问题的前提,情境认知理论认为,教学应创设以学习者为中心的问题情境,教学设计过程就是情境创设的过程。精心创设教学情境已是提高教学有效性的一项重要策略。当前,教学情境的创设越来越受到教师的重视,从实践中笔者实现了:一、用情境激活数字的活力;二、让情境实现数学也有美;三、用情境激起学生的环保意识;四、情境实践感悟数学。但是,从中要认清滥用情境的现象。
In the research of “mathematics situation and asking questions”, we emphasize that creating a situation is the premise of asking questions. Situation cognition theory thinks that teaching should create a learner - centered problem situation. The teaching design process is the process of setting up a situation. The careful creation of teaching situations has become an important strategy to improve the effectiveness of teaching. At present, the creation of teaching situation is paid more and more attention by teachers. From practice, the author has realized: First, the vitality of using numbers to activate numbers; Second, making the situation of mathematics have beauty; Third, using context to arouse the students’ awareness of environmental protection; Fourth, situational awareness of mathematics. However, it is necessary to recognize the phenomenon of abuse of context.