问题驱动与思想挖掘:“可积条件”教学示范课的个案研究  

Problem-Based Instruction and the Development of Thought Processes:A Teaching Case of the Model Lesson on“Integrability Condition”

作　　者：沈威 SHEN Wei(School of Mathematics and Statistics,Huizhou University,Guangdong Huizhou 516007,China)

机构地区：[1]惠州学院数学与统计学院,广东惠州516007

出　　处：《数学教育学报》2021年第2期38-41,共4页Journal of Mathematics Education

基　　金：广东省教育科学规划课题——数学教师实践性知识及其教学表现研究(2018GXJK184)。

摘　　要：新时代需要一支高素质、专业化、创新型数学教师队伍,重视数学师范生数学专业课程教学的实践与研究是重要支撑.以面向数学师范生教授的“可积条件”教学示范课为个案,采用质的研究方法探究其教学特征,发现:问题驱动课堂教学与突出数学思想性是该教学示范课的教学特征.The society in the new era calls for highly qualified mathematics teacher educators with professionalism and innovation.These highly qualified mathematics teacher educators can support the education of pre-service teachers and conduct research about the development of pre-service teachers.This paper reports a case study of a model lesson on the topic of the“integrability condition”.It was found that this lesson has two distinctive features:(1)problem-based instruction and(2)the development of thought processes.

关 键 词：问题驱动 数学思想 数学素养 师范生 

分 类 号：G642[文化科学—高等教育学]