从问题情境的创设到问题引领的数学教学——以“圆锥曲线定义应用”专题设计为例  

From the Creation of Problem Situations to Problem-Led Mathematics Teaching—Taking the Design of the Topic “Definition and Application of Conic Sections” as an Example

作　　者：周金格 韩君培 万千明 熊建军 刘俊超 

机构地区：[1]黄冈师范学院数学与统计学院,湖北 黄冈 [2]湖北省鄂州高中,湖北 鄂州 [3]武汉国骅学校,湖北 武汉

出　　处：《创新教育研究》2025年第2期400-409,共10页Creative Education Studies

基　　金：湖北省教育科学规划重点项目“课程思政与数学文化双融合的中学数学教学设计研究”(2022JA212);黄冈市教育科学规划课题“双减”目标下的作业设计与差异化教学研究(2022GB37)。

摘　　要：以“圆锥曲线定义应用”专题为例,展示了数学教学如何创设问题情境,引领学生展开学习活动,彰显了问题引领数学教学模式的独特性。设置三个数学情境,提出八个数学问题,通过师生互动,营造生动活泼的新型课堂。研究发现,在问题引领教学模式下,教师的引导作用至关重要,学生思维的变化动态可分为四个阶段:初步感知与观察阶段、从动态感知到静态推理阶段、知识迁移与综合应用阶段、实际操作与归纳总结阶段,整体教学实施效果好。研究建议未来应继续深化问题引领教学模式,注重学生的差异性,将其推广到其他数学领域的教学中,并开展实证研究。Taking the topic of “Definition and Application of Conic Sections” as an example, it shows how mathematics teaching can create problem situations and lead students to carry out learning activities, highlighting the uniqueness of the problem-led mathematics teaching model. Three mathematical situations were set up, eight mathematical problems were raised, and a lively new classroom was created through teacher-student interaction. The study found that under the problem-led teaching model, the guiding role of teachers is crucial, and the dynamic changes in students’ thinking can be divided into four stages: the initial perception and observation stage, the stage from dynamic perception to static reasoning, the stage of knowledge transfer and comprehensive application, and the stage of practical operation and induction and summary. The overall teaching implementation effect is good. The study suggests that the problem-led teaching model should be further deepened in the future, focusing on the differences among students, extending it to the teaching of other mathematical fields, and conducting empirical research.

关 键 词：圆锥曲线定义 问题引领教学 问题情境 核心素养 

分 类 号：G63[文化科学—教育学]