探讨“问题提出”教学的一般模式——基于“乘法分配律”的课堂分析

Exploring the Problem-Posing Based(P-PBL)Instructional Model——An Analysis of a Teaching Case Involving the Distributive Law of Multiplication over Addition

结合“乘法分配律”的课堂实例探讨“问题提出”教学的一般模式,包括:(1)教师呈现问题情境;(2)教师根据教学目标设置恰当的引导语;(3)学生以个体方式或小组方式提出问题;(4)师生对学生所提问题进行“分析”“选取”“排序”和“求解”.一节课可能包含多个类似的问题提出教学活动.尽管“乘法分配律”的课堂设计远早于问题提出教学一般模式的呈现,但是该课例很符合此一般模式.研究表明了研究和实践的交互作用:通过研究问题提出的一般模式指导问题提出教学,同时问题提出教学的实践促进了一般模式的研究.

Using a classroom example of a problem-posing teaching case involving the distributive law of multiplication over addition,this study discusses the general pattern of problem-posing instruction.The pattern includes the following steps:(1)The teacher presents a problem-posing situation;(2)the teacher provides a problem-posing prompt along with the problem situation,that is,sets up the appropriate guiding language according to the teaching objectives;(3)the students pose problems either individually or in groups;and(4)the teacher and students analyze,select,sort,and solve the problems posed by the studen ts.A single class session might encompass multiple instances of similar problem-posing instructional activities.Although the lesson involving the distributive law of multiplication over addition predates the formal presentation of the general problem-posing instructional pattern,the example aligns well with this pattern.This paper further underscores the interplay between research and practice:Research on the general pattern of problem-posing instruction guides its implementation whereas the practical application of problem-posing instruction advances research on the general pattern.