以“活动”引领课堂教学——谈数学活动课的教学意义  

Promoting Classroom Teaching with "Activities"

作　　者：武晨[1] WU Chen(Nanjing Branch,Jiangsu Union Technical Institute,Nanjing 210019,China)

机构地区：[1]江苏联合职业技术学院南京分院,江苏南京210019

出　　处：《辽宁高职学报》2018年第3期39-41,44,共4页Journal of Liaoning Higher Vocational

基　　金：2016年江苏省职业教育教学改革研究课题(ZZZ5);2016年江苏省教育科学"十三五"规划课题(B-b/2016/03/55)

摘　　要：教学观历经了由静态到动态的发展进程,静态观对应的是"结果式"教学形态;动态观对应的是"过程式"的教学态势。在高职数学教学过程中,以活动引领课堂教学前进,学生能够经历知识的演进发展,在试误、改正与改进中获得知识与技能,教学活动课做到了过程与结果的较好统一。The teaching concept has experienced the development process from static to dynamic.The static view corresponds to the"result type"teaching form,while the dynamic view corresponds to the"process"teaching situation.The activities in higher vocational mathematics teaching process lead the classroom teaching,and students can experience the evolution and development of knowledge,and acquire knowledge and skills in trying,correcting and improving.Teaching activity class achieves the better unification of the process and result.

关 键 词：高职教育 数学活动课 教学 教学观 

分 类 号：G712[文化科学—职业技术教育学]