“数学问题提出”的三种教学形态:比较与分析  

Three Different Teaching Forms for“Mathematical Problem Posing”:Comparison and Analyses

作　　者：郑毓信[1] ZHENG Yu-xin(Department of Philosophy,Nanjing University,Jiangsu Nanjing 210093,China)

机构地区：[1]南京大学哲学系,江苏南京210093

出　　处：《数学教育学报》2025年第1期1-5,63,共6页Journal of Mathematics Education

摘　　要：“问题引领的数学教学”“生问课堂”与“数学问题提出研究”是“数学问题提出”的3种不同教学形态.由比较分析可以清楚认识它们的各自特征与主要优缺点,什么又可被看成这方面研究工作的主要方向,包括坚持“放眼世界,立足本土”这一基本立场,以及努力做好理论研究与实际教学工作之间密切联系的重要性.There are three different teaching forms for“mathematical problem posing”,i.e.,“problem-guided mathematics teaching”,“classroom leading by students’problem”,and“teaching for mathematical problem posing”.By comparison and analyses,we can recognize more clearly their respective characters,virtues and weakness,and what should be regarded as the main direction for further research work on this point,and the importance of adhering to the position of“standing on the motherland and taking a world perspective”and combining theoretical research and practical teaching work closely.

关 键 词：数学问题提出 3种教学形态 比较分析 

分 类 号：G420[文化科学—课程与教学论]