课题式教学法探析  

On Project-Based Mathematics Instruction

作　　者：曹广福[1] 刘丹[1] CAO Guang-fu;LIU Dan(School of Mathematics and Information,South China Agricultural University,Guangdong Guangzhou 510640,China)

机构地区：[1]华南农业大学数学与信息学院,广东广州510640

出　　处：《数学教育学报》2020年第3期32-36,共5页Journal of Mathematics Education

基　　金：国家应用数学中学粤港澳大亚湾应用数学中心资助项目——问题驱动的中小学数学教育研究(2020B1515310020);华南农业大学教育教学研究和改革项目——新工科背景下高等数学混合式金课的研究与实践(JG19074)。

摘　　要：课时、学生知识积累、认知能力等多种因素的制约决定了课堂很难做到由学生自主地建立概念与定理,课堂只能以教师教为主.课题式教学要求课堂教学从宏观上把握学科产生与发展的来龙去脉,围绕促使理论产生的一系列问题展开,通过问题的发现、分析与解决从而完成数学的再创造.问题是科学的心脏也是课堂的心脏,教师在课堂上应该引导学生完成3件事:要做什么?为什么要做?以及怎么做?正确理解历史在课堂教学中的作用与意义.The constraints of class hours,students’knowledge accumulation,cognitive ability,and other factors create challenges for students to independently construct concepts and theorems.Thus,classroom instruction must be led by teachers.Project-based instruction requires that classroom teaching take into account the historical origin and development of the subject from a global perspective and then build up a theory through exploring a series of problems.The process of rediscovering mathematics is completed through discovering,analyzing,and solving that series of problems.Problems are at the heart of science,as well as at the heart of classroom instruction.Teachers need to facilitate classroom instruction to address three questions:What do you want to do?Why would you like to do that?And how are you going to do that?It is important to appropriately understand and use history in classroom instruction.

关 键 词：课题式教学 问题驱动 再创造 

分 类 号：G424.1[文化科学—课程与教学论]