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善待初始表征 促进主体发展——基于多元表征理论的解题教学 被引量:1

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摘要 通过对一道质检题的考场回顾,引导学生不放过最初的想法,将初始表征进行到底,完成问题解决,弥补考场遗憾,体验心理升华的过程.在课堂上,组织学生交流,分享多元表征下的问题解决,完善主体的灵活表征系统,优化思维,提升思维创新力.
作者 张培强
出处 《中国数学教育(高中版)》 2015年第9期14-16,共3页
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