数学课堂教学立意的“层次”“关系”及“提升”——由“完全平方公式”同课异构引发的思考  

Levels,Relation and Promotion in Classroom Mathematics Teaching Conceptions——a Thinking Triggered by Same Class Isomerism of Perfect Square Formula

作　　者：石树伟 

机构地区：[1]扬州市广陵区教育局教研室

出　　处：《数学教育学报》2013年第1期74-76,共3页Journal of Mathematics Education

基　　金：江苏省教育科学“十一五”规划重点课题——农村初中学生数学新课程学习方式的研究(B-a/2006/02/075)

摘　　要：教学立意决定一堂课的教学境界．以“完全平方公式”为课题的3节同课异构公开课体现出3种层次的教学立意：知识立意、能力立意、生本立意．3者之间呈递进关系和包含关系．教学立意提升的前提是有明确的高远立意追求，提升的关键是“理解数学”，提升的策略是加强“先行组织者”的使用．The conception of mathematics in the eye of a mathematics teacher determines the realm of his teaching. The three same class isomerism demonstration lessons themed on ＂complete square formula ＂reflect three levels of conception in mathematics teaching, i.e., knowledge-focused level, ability-focused level, and student-focused level. The three levels are mutually inclusive and progressive in order. A prerequisite to the promotion of mathematics teaching conception is the pursuance desire of a far-reaching conception from the teacher, with the key point being ＂understanding of mathematics＂ and strategy being enhancing the application of ＂preorganizer＂.

关 键 词：教学立意 知识立意 能力立意 生本立意 关系 提升 

分 类 号：G420[文化科学—课程与教学论]