摘要
数学课堂学习动力研究从认知的视角出发,在考察数学课堂学习现实的基础上,首次提出“教学用问题”,它是数学课堂学习的动力源,包括:元认知提示性问题、开放性问题、导向性问题、理解性问题、唤起性问题和判断性问题.这些问题在数学课堂学习动力系统中的“启动”、“维持”和“意向生成”3个阶段起着不同的作用,“教学用问题”的系列作和构成“教学用问题链”.“教学用问题链”是高效数学课堂学习的重要保障.
The dynamic power of mathematics classroom operation was investigated from the angle of cognitive aspect. Based on observing the large quantities of mathematics classroom-teachings, firstly put forward the conception of the question of instruction, including metacognition suggestive questions, open questions, directive questions, understanding questions, arousing questions and judging questions. These questions constituted the question of instruction of ＂the dynamic system of mathematic classroom study＂ and the union of all form the question chain of the effective classroom study. The optimize organization principles of ＂the dynamic system of mathematics classroom study＂ was the research which aimed at putting into the practice. The system operation, sustain and the ＂intension-generation＂ procession had different role.
出处
《数学教育学报》
北大核心
2006年第3期19-23,共5页
Journal of Mathematics Education
关键词
数学课堂
学习动力:教学用问题
动力源
mathematics classroom
learning dynamic
questions of instruction
dynamical fountainhead
