有关专家认为 :“研究性学习”有五个基本特征 :提出问题 ,收集数据 ,形成解释 ,评价结果 ,检验结果 .反映在数学课的“研究性学习”上 ,则是 :选择好一个合适的专 (课 )题 (可以将教材中的重要知识点改编为“研究性学习”的背景材料 ) ;引导学生从特殊情境出发 ,借助于直观性强的图形初步发现问题 ;在观察——反思的过程中形成大胆猜测 ,然后进行验证、证明 ;可能时作进一步的类比、引申发散 .“研究性学习”的课堂操作 :要处理好课外与课内的关系 ,课外课内各有侧重 ,要点面结合 .课堂展示主要选取一个课题小组的研究方案 ,以点带面 ,不可面面俱到 .可以提请注意的是 :从特殊情况出发 ,先作大胆猜测再验证 ,这已被逐渐较多地进入到各级考试的试题中了 .这也是一种动向吧 Relevant experts believe that “research-based learning” has five basic characteristics: raise questions, collect data, form explanations, evaluate results, and test results. It is reflected in the “research-based learning” of mathematics, which is: Choose a suitable one. Specialized (subject) questions (which can be used as background material for “research-based learning”); guide students to start from a special situation and use the intuitive graphics to find problems; in observation - reflective Bold guesses are formed in the process, and then they are verified and proved; if possible, they are used for further analogy and extension. The classroom operation of “research learning”: to handle the relationship between extracurricular and in-class, extra-curricular courses have their own emphasis, Combining. The classroom presentation mainly selects a research project of a research group, which can not be exhaustive. It can be noted that: starting from special circumstances, first make a bold guess and then verify, this has been gradually more into the examination questions In the middle, this is also a trend