初中数学“情境—问题”教学的校本化研究——“握手问题”教学案例  

Research in the Teaching Pattern of "Situation-problem" in Our Own School——A Teaching Case of "Hand-shaking Problems"

作　　者：鲍建立[1] 

机构地区：[1]余姚市实验学校

出　　处：《数学教育学报》2009年第1期93-95,共3页Journal of Mathematics Education

基　　金：中国教育学会“十五”规划重点课题——中小学数学情境与提出问题教学实验研究(HFB030740);中国教育学会“十一五”重点推广课题——西南地区数学“情境—问题”教学实验的推广研究(学会0629070)

摘　　要：＂授人以鱼,不如授人以渔＂.反思我们的教学策略,不难发现,我们太注重教学生解答现成的数学问题,只重视结果和答案的准确性,而很少或不够重视知识的发生过程,更没有有意识地培养学生提出问题的能力.鉴于此,设计＂握手问题＂的教学,通过解决＂买单程车票＂揭示课题,激发学生去探索这类数学问题的规律性,形成对＂握手问题＂的本质的理解,形成这类数学问题的知识链,掌握这类数学问题的解题关键.同时在这样的学习过程中,使学生敢问、会问和善问.Teaching him fishing was better than giving him a fish. Thinking over our teaching strategies, we would easily find that we were paying too much attention to asking our students to solve prepared math problems. We only attached importance to the accuracy of answers instead of the occurrence of knowledge. We seldom consciously train our students to raise problems. In view of this, I tried a new teaching mode, i.e. letting the students solve ＂hand-shaking＂ problems so that they could form knowledge chain. I created the situation-buying one-trip ticket, which not only revealed the problems but also aroused the students to explore the underlying principles. What＇s more, it helped the students understand the essence of ＂hand-shaking＂ problems and grasp the ways to solve problems of this kind. During such learning process, the students were able and willing to ask questions.

关 键 词：握手 问题 数学情境 化归思想 

分 类 号：G622[文化科学—教育学]