课堂教学中的数学活动经验研究:问题与对策  

A Studyon Mathematical Activities Experience in Classroom Teaching

作　　者：陈静安[1] 曾志红[2] 刘云[3] 黄思华 

机构地区：[1]广东第二师范学院数学系,广东广州510303 [2]广东第二师范学院学报编辑部,广东广州510303 [3]云南师范大学数学学院,云南昆明650092 [4]广州市南国学校,广东广州510260

出　　处：《广东第二师范学院学报》2017年第3期107-112,共6页Journal of Guangdong University of Education

基　　金：广东省高等教育教学研究和改革项目"基于创新能力培养的教学方式改革研究与实践(201627503)";广东第二师范学院教授专项基金"数学教师专业发展研究(2013ARF21)";高校研究性教学的实践与探索(2014ZDZZ03)

摘　　要：与皮亚杰和教育学中的"活动"比较发现,课堂教学中的数学活动分为两类:外显的数学知识建构活动和内隐的数学思维活动.外显的数学知识建构活动具体表现为概念建构活动、命题发现活动、命题证明活动、问题解决活动;内隐的数学思维活动则具体表现为引领外显的数学活动得以实施和进行的人们对于数学思想方法的运用.教师作为课堂教学的组织者、引导者和合作者,要注重引领学生充分参与数学的概念建构活动、命题发现活动、命题证明活动和问题解决活动,使学生在参与这些活动的过程中获得适应社会生活和进一步发展所必需的数学基础知识、基本技能、基本思想、基本活动经验,提高数学素养.Based on the comparison between Piaget＇s theory and activity in pedagogy, math teaching activities in classroom can be divided into two categories： the explicit construction of explicit mathematical knowledge activities and the solution of the problems; while implicit thought activities of mathematics includes the implement of explicit mathematical activities and applying the mathematical thought. Teachers regarded as the organizer, guide and collaborator of the classroom, are supposed to lead students to participate actively in the construction of mathematical concepts, the discovery of proposition, the proof of proposition and problem-solving activities. In this way, students can adapt to social life and acquisition of the basic knowledge, skills, thought and experience, which can help them in further development.

关 键 词：课堂教学 数学活动 经验 

分 类 号：G633.6[文化科学—教育学]