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探究教学强调把教学看作是一种学习者活动的过程,认为学习就是学生自己参与、卷入和经历分析与认知的过程。面对一个新的问题或任务,首先要让学生去发现点什么,提出点什么问题;面对任务自己做了哪些猜测或假设,又是如何设计并实践探索方法的;面对初步发现,又是怎样去辨析和修正的。而不是让学生匆匆忙忙地依照教师设定的程序,去验证某个结论。让学生充分经历探究策略的体验过程,多一点从容和理性,对发展学生的数学核心素养,培养学生的探究能力大有裨益。
Inquiry teaching emphasizes teaching as a process of learner activity, that learning is the process by which students participate, get involved in and undergo analysis and cognition. In the face of a new problem or task, we should let the students find out something and put forward some questions. In the face of the initial discoveries, what are the speculations or assumptions made by the task and how to design and practice the methods? How to identify and correct. Rather than having students rush to follow a procedure set by the teacher to validate a conclusion. Allow students to fully experience the experience of inquiry strategy, a little more calm and rational, to develop students ’core knowledge of mathematics, develop students’ ability to explore great benefit.