摘要
因《义务教育数学课程标准(2011年版)》总目标中"四基"和"四能"的提出,人教版《义务教育教科书·数学》对"问题解决"课时内容的编写更加明确,重视问题解决的"三步"思考程序,着眼于问题解决基本活动经验的形成。随之需要一线教师在教学活动设计中,注重"问题解决"的程序思维,关注基本活动经验的形成;重视"问题解决"的核心要素,突出知识技能应用的价值;把握"问题解决"的学教规律,逐步提升学生问题解决的能力。
As the ＂four bases＂ and ＂four types of competence＂ were put forward objectives of Mathematics Curriculum Standard for Compulsory Education （2011 in the general Edition ）, the mathematics textbooks of PEP edition design the mathematics activities of ＂problem-solving＂ in a more clarified way, focusing on the ＂three-step＂ thinking process and the acquisition of the basic activity experience in this respect. Thus, it is required that the teachers who implement the idea shall point out the procedural thinking of ＂problem-solving＂ and the acquisition of the basic activity experience when designing their teaching activities, pay more attention to the core elements of ＂problem-solving＂, stress the value of knowledge and skills application; and grasp the learning and teaching rules in this respect to gradually help students improve their abilities to solve problems.
出处
《课程．教材．教法》
CSSCI
北大核心
2015年第2期39-44,共6页
Curriculum，Teaching Material and Method
关键词
小学数学
问题解决
目标定位
教学设计
程序思维
活动经验
primary mathematics
problem solving
target location
teaching design
proceduralthinking
activity experience
