论探究式教学的“度”——基于数学核心素养的视角  

On "Degree" of Inquiry Teaching——from the Perspective of Mathematical Core Literacy

作　　者：双鹂[1] SHUANG Li(School of Mathematics and Computer Science,Shangrao Normal University,Shangrao Jiangxi 334001,China)

机构地区：[1]上饶师范学院数学与计算机科学学院

出　　处：《上饶师范学院学报》2019年第6期98-102,共5页Journal of Shangrao Normal University

基　　金：江西省基础教育研究专项课题(SZSYSX2018-918);江西省教育科学“十三五”规划2017年度课题(17YB205)

摘　　要：核心素养是我国基础教育改革的“风向标”,研究表明实施探究式教学能有效地提升学生的数学核心素养。目前,中小学数学探究式教学实践中,“伪探究”“乱探究”现象时有发生,这与教师未能把握好探究式教学的度密切相关。探究式教学应把握探究内容的适切度、探究过程的扶放度、探究式与接受式教学的融合度。Core literacy is the"vane"of basic education reform in China.Research shows that the implementation of inquiry teaching can effectively improve students'core literacy in mathematics.At present,in the practice of inquiry-based teaching of mathematics in primary and secondary schools,"pseudo-inquiry"and"random inquiry"often occur,which is closely related to teachers'failure to grasp the degree of inquiry-based teaching.Inquiry-based teaching should grasp the appropriateness of inquiry content,the support of inquiry process,and the integration of Inquiry-based and receptive teaching.

关 键 词：数学 核心素养 探究式教学 度 

分 类 号：G62[文化科学—教育学]