论文部分内容阅读
“研究性学习”在高中数学教学中作为一个独立的存在,始终处于一个较为尴尬的地位,一方面,作为新课改的产物,在产生之时便被教育工作者寄予厚望,因为“研究性学习”的设定目的是帮助学生锻炼数学思维,进行探究。然而在另一方面,受指挥于高考,教师在教学过程中始终关注的是列入考纲的教学内容,对于“研究性学习”长期处于忽视状态。在这样的状态下,对于“研究型学习”的现状及存在意义的探讨以及如何在实践中实现“研究性学习”具有现实意义,值得教育工作者进行探究。
As an independent existence in high school mathematics teaching, “research learning” has always been in a more awkward position. On the one hand, as a result of the new curriculum reform, educators have high expectations when it comes out. The purpose of “research-based learning” is to help students exercise mathematical thinking and explore. However, on the other hand, under the guidance of the college entrance examination, teachers always pay attention to the teaching content included in the syllabus in the process of teaching, and neglect the status of “research-based learning” for a long time. In such a state, it is of practical significance to discuss the status quo and existing meaning of “research-based learning” and how to realize “research-based learning” in practice, which is worth educating workers to explore.