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以《认识多边形》课例研究为载体,探讨在数学教学中教师应如何合理收放,打造扎实、灵动的数学课堂。研讨中我们发现,数学问题的设计在一定意义上影响着教师的教学方式;具有发散性的问题更能激发学生产生解决问题的内驱力,更能激发学生形成深层次思考的意识与习惯。同时,教师对学生课堂生成各种资源的使用价值的判断、利用越精准,就越能形成生生、师生的科学有效互动,促进学生的认知生成和思维水平的提升。
Based on the case study of Cognitive Polygamy, this paper explores how teachers should receive and release teachers rationally and build a solid and intelligent math class in mathematics teaching. During the seminar, we found that the design of mathematical problems influenced the teaching methods of teachers in a certain sense. The problems with divergence can stimulate students to drive internal drive to solve problems and stimulate their awareness and habit of deep thinking. At the same time, teachers ’judgments about the use value of various resources generated by students’ classrooms make the more accurate the students ’livelihood, the scientific and effective interaction between teachers and students, and the promotion of students’ cognitive development and thinking.