高认知水平数学教学任务的教学意义及启示  

Instructional Meaning and Revelation about High-level Cognitive Task of Mathematics Teaching

作　　者：袁志玲[1] 陆书环[2] 

机构地区：[1]江南大学理学院,江苏无锡214122 [2]曲阜师范大学数学科学学院,山东曲阜273165

出　　处：《数学教育学报》2008年第6期37-40,共4页Journal of Mathematics Education

摘　　要：高认知水平数学教学任务为新课程理念付诸实施，为促进学生的发展搭建了良好的平台，因此数学教师可根据学生的实际情况，精心创设一些高认知水平的数学教学任务．为使学生更加富有成效地参与任务，为使高认知水平数学教学任务更好地发挥作用，在任务实施中还必须充分发挥学生的自主性和教师的教学监控作用．High-level cognitive task of mathematics teaching build a good platform for implementing the ideal of new curriculum and promoting students＇ development. Therefore, mathematics teacher may elaborately create some high-level cognitive task based on students＇ practical situation. In order to make the students participate in and fulfill task efficiently, it was necessary to exert students＇ initiative and teacher＇s monitoring in the implementation of high-level cognitive task.

关 键 词：高认知水平数学教学任务 新课程 教学意义 启示 

分 类 号：G420[文化科学—课程与教学论]