数学知识生成过程的认识与实践  

The Understanding and Practice about Generative Process of Mathematics Knowledge

作　　者：孙延洲[1,2] 孙红强 

机构地区：[1]华中师范大学教育学院,湖北武汉430079 [2]湖北省教学研究室,湖北武汉430205 [3]湖北省钟祥市第五中学,湖北钟祥431900

出　　处：《课程．教材．教法》2012年第3期95-101,共7页Curriculum，Teaching Material and Method

基　　金：“基于中学数学课程核心知识的教学研究”(课题编号:KC2011-006)研究成果之一

摘　　要：关注知识生成过程的教学，必须从数学的学科特点和学生认知特点出发，同时关注数学知识的静态形式和动态形式，合理重组、拓展数学知识的生成点，并在课堂上捕捉和提炼学生学习过程中的教学资源，推进学生数学经验的自我生成和数学知识网络的自我构建。通过对数学知识生成过程中的生成性目标的定位、生成性内容的开发、生成性资源的捕捉、生成性评价的构建等环节的思考，可以构建数学知识生成过程的教学活动方法和实践过程。It is necessary to start from the subject features of mathematics and the cognitive cnaracterlsucs of the students to pay attention to the teaching process of knowledge generation. At the same time, it is indispensable to focus on the static form and dynamic form, to rebuild and expand the generative points reasonably, to catch and refine the teaching resources of students~ studying process, to promote the self- generation of mathematic experience and the self-construction of mathematic network. The article explains the teaching activity methods and practical processes by analyzing the generative target location, generative content development, generative resource capture and construction of generative evaluation.

关 键 词：数学知识 生成过程 认识与实践 

分 类 号：G633.6[文化科学—教育学]