“本原性问题”及其在数学课堂教学中的应用  

Primitive Questions and Its Applying in the Mathematics Classroom Teaching

作　　者：徐文彬[1] 杨玉东[2] 

机构地区：[1]南京师范大学教育科学学院,江苏南京210097 [2]上海市教育科学研究院教师发展研究中心,上海200032

出　　处：《数学教育学报》2005年第3期14-16,共3页Journal of Mathematics Education

基　　金：江苏省哲学社会科学研究"十五"规划基金项目(04JYB016);上海市2004年度教育科学研究项目(B0427)

摘　　要：课堂教学中的本原性问题是指数学课堂教学过程中由师生互动、自然生成的原发性问题.从学生学习的角度,它有助于学生数学问题意识、数学探究能力的提高;从教师角度,它有助于教师转化数学史上原初的数学问题为教学中的本原性问题.Primitive questions root in the natural interactivities between teachers and students in the process of classroom teaching. From the perspective of students learning, it will help the students to improve the consciousness and exploration of mathematics problems. From the perspective of teachers, it will help teachers to transfer an original question in the history of mathematics into a primitive question in classroom teaching. In the paper, we offered three cases about quasi-variation, complex number and negative number.

关 键 词：本原性问题 课堂教学 数学教学 

分 类 号：G420[文化科学—课程与教学论]