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疑问是引领学生进行数学学习的重要线索,更是落实学生思维主体地位的有效路径。只有在环环相扣、彼此融通的板块设置中,引领学生思维意识的不断发展,充分激活学生内在的主观能动性,才能让学生积极而自主地参与到数学学习中去。本文提出要依托情境,生发疑问,引发数学问题;依循猜想,印证疑问,模拟问题思考;自主探究,释放疑问,习得活动经验;拓展意识,升级疑问,提升思维质量,让数学教学在“疑”中生成精彩。
Doubt is to lead students to learn important clues, but also to implement the main body of students thinking the effective path. Only in the interlocking, interlinked plate settings, to lead the continuous development of students ’thinking, fully activate the students’ subjective initiative, in order to enable students to actively and autonomously participate in the study of mathematics. This paper proposes to rely on context, germination of questions, triggering mathematical problems; follow conjecture, confirm the doubt, analog thinking; independent inquiry, release questions, learning activities experience; expand awareness, upgrade the questioning and improve the quality of thinking so that mathematics teaching in “ Doubt ”generated in the wonderful.