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1问题的提出高中数学课程标准明确倡导积极主动、勇于探索的学习方式,并设立“数学探究”、“数学建模”等学习活动,力求通过各种不同形式的自主学习、探究活动,让学生体验数学发现和创造的历程,发展他们的创新意识.但在教学实践中,能够组织学生进行有效的探究活动,并非易事.很多老师片面理解新课程理念,几乎每个教学内容都要安排学生动手“探究”一番,似乎有无“探究”成了衡量一节课好坏的唯一标准,而究其实质,学生的所谓探究往往
1 raised the issue of high school mathematics curriculum standards clearly advocate proactive and courageous to explore the learning methods, and the establishment of “mathematical exploration”, “mathematical modeling” and other learning activities, and strive to learn through a variety of different forms of self-exploration Activities, so that students experience the process of mathematical discovery and creation, and develop their sense of innovation.But in teaching practice, to organize students to effectively explore activities, is not easy.Many teachers one-sided understanding of the new curriculum ideas, almost every teaching content All students should be arranged to “explore” some, it seems there is no “inquiry ” has become the only measure of a class of good or bad standards, but its essence, the so-called student inquiry often