摘要
问题提出是数学和其他学科中必不可少的实践活动,它是通过给定的情境来生成和表述问题的过程。虽然国内外的课程标准一致认可问题提出的重要性,但是在教科书和课堂教学中,问题提出既不充分也不连贯。针对这些现状提出的三点建议,为教师和学生从事问题提出活动提供了一个较低的门槛,只需要对普通的数学活动和课程材料进行较小的改动。
Problem posing,the process of formulating and expressing problems based on a given situation,is an essential practice in mathematics and other disciplines.Although this is acknowledged in domestic and foreign curriculum stan dards,problem posing is neither substantively nor consistently included in school mathem atics.This paper makes comments on the state of problem posing in school mathem atics and provides three recom m endations to improve its integration into textbooks and classroom teaching.These recommendations present a low barrier to entry for teachers and students and require only minor changes to common m athem atics classroom activities and curriculum materials.
作者
王嵘
蔡金法
Wang Rong;Cai Jinfa(Curriculum and Teaching Materials Research Institute,People's Education Press,Beijing 100875,China;School of Mathematics and Statistics,Southwest University,Chongqing 400715,China;Department of Mathematical Sciences,University of Delauure,Neuurk DE 19716,USA)
出处
《课程．教材．教法》
CSSCI
北大核心
2020年第1期90-96,共7页
Curriculum，Teaching Material and Method
基金
西南大学引进人才(教育部“长江学者”讲座教授)计划项目--数学问题提出对教师专业发展和学生创新能力提升的长期跟踪研究(SWU118118)。
关键词
问题提出
课程设计
课堂实践
problem posing
curriculum design
classroom practice
作者简介
王嵘,人民教育出版社中学数学室副编审,主要从事数学课程教材教法的研究与中学数学教科书的编写;蔡金法,1963年生,美国特拉华大学(University of Delaware)数学系Kathleen and David Hollowell终身讲席教授.博士生导师,西南大学引进人才,教育部长江学者讲座教授,主要从事数学学习、课程和评估的实证研究。
