浅谈中小学数学“情境—问题”教学中情境学习的理念与策略  

On Situational-Learning Belief and Strategy of Maths "Situation and Problem" Instruction in Primary and Middle Schools

作　　者：罗玉华[1] 吕传汉[2] 

机构地区：[1]江苏教育学院初等教育系,南京210013 [2]贵州师范大学,贵阳550001

出　　处：《江苏教育研究》2008年第8期53-56,共4页Jiangsu Education Research

基　　金：中国教育学会"十一五"规划课题;贵州省优秀科技教育人才省长基金专项课题(黔科教办[2001]3号)"中小学数学教学中‘情境--问题’教学模式实验研究"成果之一

摘　　要：情境学习是20世纪90年代以来西方学习理论领域研究的热点,中小学数学"情境—问题"教学研究是基于国际、国内数学教育改革大趋势而开展的一项前沿性、探索性与实证性的课堂教学研究,其中包含的情境学习观有中国特色,其基本的情境学习理念与策略,具有十分重要的实践意义。Situational learning has been the focus of research on learning theories in the west since the 1990s. Researches on maths ＂situation-problem＂ instruction in middle and primary schools in China, based on the widespread tendency of maths education reform at home and abroad, axe carried out in the form of advanced, exploratory and empirical classroom teaching research, in which the perspective of situational learning has Chinese characteristics.

关 键 词：数学情境 情境学习 自主学习 合作学习 

分 类 号：G42[文化科学—课程与教学论]