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《数学课程标准》对数学教学提出了全新的理念:“教师应激发学生的学习积极性向学生提供充分从事数学活动的机会,帮助他们在自主探索和合作交流的过程中真正理解和掌握基本的数学知识与技能、数学思想和方法,获得广泛的数学活动经验”。“数学教学是数学活动教学,是师生之间,学生之间交往互动与共同发展的过程”。1、加强问题结构的优化,提升提问实效。问题结构应该逻辑严密。数学知识结构严谨,系统性强,数学知识之间存在着许多共同的要素,相近的问题情境,相似的思维方式,只要找到具有沟通新旧知识的共同因素,就能有效地促进知识的迁移。这种由浅入深,以旧引新的提问方式,可称为迁移法是数学教学常用的提问策略之一。
The Mathematics Curriculum Standard puts forward a brand new philosophy in mathematics teaching: “Teachers should stimulate students’ enthusiasm in learning to provide students with opportunities to fully engage in mathematical activities so as to help them truly understand and master the basic Mathematical knowledge and skills, mathematical ideas and methods, gaining extensive experience in mathematical activities. ” “Mathematics teaching is the teaching of mathematics activities, is the interaction between teachers and students, the interaction between students and the common development process.” 1, to strengthen the optimization of the problem structure, enhance the effectiveness of questions. The structure of the problem should be logical. Mathematic knowledge is structurally rigorous, systematic, and there are many common elements between mathematical knowledge. Similar problem situations and similar ways of thinking can effectively promote the transfer of knowledge as long as they have the common factor of communicating old and new knowledge. This from shallow to deep, old way of asking questions, can be called the migration method is one of the common questioning strategies in mathematics teaching.