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研究性学习是基础教育课程改革的一个亮点、热点,是社会变化在教育上的反映,研究性学习课程的开设是社会发展的需要,也是时代发展的需要。本文结合笔者的实践,将数学研究性学习的实践情况进行理性的总结、提炼,希望能够为下一阶段的数学研究性学习的开展起到借鉴作用。一、转变观念,正确认识研究性学习是开展数学研究性学习的基础(3)研究性学习中教师地位、角色的转变还体现在以下几个方面:①从“以教材为世界”的执行者到“以世界为教材”的开发者。②从学科教师到教学与科研并重的教育专家。
Research-based learning is a bright spot in basic education curriculum reform. The hot spot is the reflection of social change in education. The opening of research-based learning curriculum is the need of social development and the development of the times. Combining with the author’s practice, this article summarizes the practice of mathematical research learning reasonably, and expects to draw lessons from the development of mathematical research learning in the next stage. First, to change concepts and correctly understand that research-based learning is the basis for carrying out research-based mathematics in mathematics. (3) The status of teachers and the change of roles in research-based learning are also reflected in the following aspects: ① From “teaching materials to the world” Performer to “The world as a textbook” developer. ② from subject teachers to teaching and research both education experts.