忽视“证伪”教学的原因及对策——基于小学数学课堂教学实践的思考

The Reasons and Solving Methods of Ignoring“Falsification”in Mathematic Teaching——Consideration Based on Primary School Mathematic Classroom Teaching Practice

"证伪"在数学学习中有着相当重要的价值。而观察现今的课堂,却存在着三种忽视"证伪"教学的典型现象:无"伪"可证,有"伪"不证,证"伪"不实。产生的原因相应是:教师控制课堂,目标定位偏颇,教学机智不足。实践中,相应的对策分别是:通过改变教师控制课堂的局面,关注学生主动学习的发生,不怕"伪结论"生成;重视课堂教学过程目标的设计,认识"证伪"教学的价值,抓住"有价值的‘证伪’"机会;提高教师对教学资源价值的判断力,有效组织"证伪"过程,提升"证伪"的学习价值。

Falsification has great importance in mathematic learning. However, nowadays classroom teaching has ignored the teaching of falsification. There are basically three phenomena： first, teacher offers no false answers for students to discuss; second, teacher presents the false answer but doesn＇t direct students to prove its falseness; third, the process of falsification is not reliable. The reasons of these phenomena are teacher＇s dominance of class, target is not clear and the teacher＇s lack of teaching wisdom. There are three methods to solve the problems. First, we need to change teacher＇s dominance role in classroom and pay more attention to students＇ initiative learning. Second, Teachers should clear the target of teaching process, realize the value of falsification teaching and make use of the valuable false answers. Third, teachers need to improve their senses of judgment of valuable teaching materials so that they could effectively organize the falsification process and improve the learning value of falsification.