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探究性教学是新课改下提倡的一种新型教学方式,旨在体现学生的主体地位,培养学生的创造能力、实践能力和自主合作能力。然而,随着探究性教学在小学数学课堂中的逐步推广,探究性教学的形式化问题越来越严重,农村教育尤为突出。探究性教学的形式化主要表现在四个方面:探究的主体未涉及全体学生、探究的内容肤浅、探究的过程无序以及探究的结果只“探”不“究”。立足于农村教育现状,形式化背后的原因主要涉及教师、教育机制和农村教育资源等方面。因此,在剖析探究性教学形式化原因的基础上,寻找行之有效的教学策略成为当务之急。
Inquiry teaching is a new teaching method advocated under the new curriculum reform. It aims to reflect students ’dominant position and cultivate students’ ability to create, practice and independently cooperate. However, with the promotion of exploratory teaching in elementary mathematics classrooms, the formalization of inquiry teaching becomes more and more serious, and rural education is particularly prominent. The formalization of exploratory teaching is mainly manifested in four aspects: the main body of inquiry is not involved in all students, the superficial content of inquiry, the disorder of inquiry process and the result of inquiry are only “probing” and “not studying”. Based on the status quo of rural education, the reasons behind formalism mainly relate to teachers, educational mechanisms and rural education resources. Therefore, on the basis of analyzing the reason of inquiry teaching formalization, it is imperative to find an effective teaching strategy.