内地西藏班数学教学生成性课堂的构建策略

Construction Strategy of Mathematics Generative Teaching for Inland Tibet Classes

受师生不同文化背景的影响,内地西藏班数学教学传统的"预设性"课堂有效性不及"生成性"课堂;在内地西藏班的数学教学实践中,教师可以通过构建良好的师生关系、积极组织课堂互动、积极面对错误质疑、强化课后反思和研究等策略,构建内地西藏班数学教学的"生成性"课堂。

Influenced by the teachers and students＇ different cultural backgrounds, the effectiveness of traditional mathematics presupposition teaching is less than generative teaching for inland Tibet classes. In teaching practice, teachers can build a good relationship between teachers and students, actively organize classroom interaction, face the question oppugning, strengthen strategy of after-class reflection and research to form mathematics generative teaching methods for inland Tibet classes.