摘要
“情境—问题”教学(SPBI)是正在西南地区广大中小学开展的教学实验的简称,它与一般的“创设情境”教学的本质区别表现在情境、问题及问题解决活动3方面的特征上.SPBI把情境作为学生从事学习活动、产生学习行为的一个前提条件、基础、环境、背景;课堂上的问题不是由教科书或教师给予的,而是学生们在实践或认识活动中受到有关因素刺激的结果;在SPBI中,学生不仅在解题的活动中学习新知以及进行数学应用,体验知识产生和应用的过程,而且在这一活动中澄清错误观念、发展数学理解、实现真正的问题解决.
Situated Problem Based Instruction （SPBI） was the abbreviation of teaching experiment being spread over the South West area. By compare two classes with the same mathematics topics and situation content, we could conclude that SPBI was different from teaching which was regarded as situation designing on three aspects： the situation, the problem, and the problem solving activity.
出处
《数学教育学报》
北大核心
2005年第4期86-90,共5页
Journal of Mathematics Education
关键词
“情境-问题”教学
情境
问题
situated problem based instruction （SPBI）
situation
problem
