探究学习的内涵、过程建构及实施策略——以中小学数学教学为例  

Connotation,Process Construction and Implementation Strategies:Taking School Mathematics Instruction as an Example

作　　者：方勤华 郭淑利 FANG Qinhua;GUO Shuli(School of Teacher Education,Xinyang Nornal University,Henan Xinyang 464000,China;School of Mathematics and Statistics,Xinyang Nornal University,Henan Xinyang 464000,China)

机构地区：[1]信阳师范大学教师教育学院,河南信阳464000 [2]信阳师范大学数学与统计学院,河南信阳464000

出　　处：《信阳师范学院学报（哲学社会科学版）》2024年第3期51-57,共7页Journal of Xinyang Normal University(Philosophy and Social Sciences Edition)

基　　金：河南省高等教育教学改革研究与实践项目(研究生教育类)(2023SJGLX271Y);河南省教师教育课程改革研究重点项目(2023-JSJYZD-015)。

摘　　要：深入推进学生探究学习是实现学科育人和核心素养培育的重要支撑。在明确探究学习内涵的基础上,建构以“我”为根基的“问、答、行、思”数学探究学习过程,并结合案例,对有“问题”“情境”即探究、有“活动”“对话”即探究以及无“专题”“项目”不探究等使探究学习虚化问题进行了诊断,并提出解决方案。探究学习符合学生学习天性、契合数学学习特点、满足深度学习需要,并能奠基问题解决过程。有效指导探究学习教师需要审视自己的数学观念、经历必要的数学探究并把握教学指导的程度。To deeply promote the Inquiry Learning(IL)has been becoming an important support of realizing discipline education and the development of core literacy.Based on the connotation of IL,a Three Level Construction of Mathematics IL is constructed.It’s the progress of“I ask,I answer,I do,and,I think”.According to this construction,some issues have also been analyzed in the field of math education.For instance,simply take“problems”and“situation”as IL,have“activity”and“conversation”as IL and IL just lies in the learning of“topics”and“programs”.All these things lead to the emptiness of IL.IL is in accordance with students’nature of learning and the character of math learning,meets the needs for deep learning,and lies the conditions for problem solving.For a better guiding to IL of mathematics,some suggestions also has been put forwards.

关 键 词：探究学习 学科实践 数学教学 核心素养 

分 类 号：G633[文化科学—教育学]