高效数学教学行为特征指导下的数学课堂教学设计——以“函数概念”教学设计为例  

Mathematics Instruction Design Guided by Efficient Mathematics Teaching

作　　者：索云旺[1] 张启华[1] 廖爽[1] 张锐军 

机构地区：[1]北京市第八十中学,北京朝阳100102 [2]山西省长治第二中学,山西长治046000

出　　处：《数学教育学报》2013年第5期91-96,共6页Journal of Mathematics Education

基　　金：北京市朝阳区教育科学研究“十二五”规划课题——引导高中学生自主发展数学概括能力课堂教学模式的研究(ADG1251017)

摘　　要：高效数学教学行为与低效教学行为相比较应该凸显科学性、智慧性与艺术性等特征．在函数概念课堂教学中，从实际情境中“鉴别”出变量以及在此基础上“推断”两个变量之间的依赖关系为课堂教学起点目标；“判断”、“评论”对应关系在刻画函数概念中的作用并引入符号厂为课堂教学使能目标；形成函数的一般概念，获得y=f（x）为课堂教学终点目标．构建以“知识”为载体，“引导学生自主发展数学概括能力”为主线的概念课堂教学基本模式，落实培养能力和提高素养的目标．Compared with inefficient teaching, efficient mathematics teaching has the characteristics of science, wisdom, and artistry. The Function concept is the main thread of the entire high school mathematics courses. Classroom teaching of function concept, determine the actual situation in the ＂identification＂ variables and ＂inferred＂ dependencies between two variables as starting point of classroom teaching goals; ＂Judgment＂ role in the characterization of function concept and introduces symbols f for the goals; building function of general concepts, access to y=J（x） for the end goal of classroom teaching. Construction of ＂knowledge＂ as the carrier, ＂guiding students autonomy summarizing ability of Mathematic concepts＂ as the main line of classroom teaching pattern, improve the quality of implementation of capacity-building and the objectives of the 〈standards〉. Summarizing ability and other abilities support each other which should be combined as an entirety during the fostering. During understanding and applying the concepts, more attention should be spent on summarizing the regulations of solving problems, And this is promising to be developed to the main taste of students＇ studying.

关 键 词：课堂教学目标 数学概括能力 教学模式 教学过程设计 

分 类 号：G420[文化科学—课程与教学论]