基于学生自主探究的数学教学:题材选择与活动设计——以“二次根式加减法”为例

Theme Selection and Activities Design in Mathematics Teaching Based on Students' Self-inquiry: Take “Quadratic Radical Addition and Subtraction” as an Example

自主探究是学生获得知识的一种方式,而教师是否选择这一方式教学,取决于教师对驱动该知识产生的问题的解决思路与方法是否在学生的最近发展区的判断。以二次根式加减法教学为例,教师在基于学生自主探究的教学活动设计中,需要在提出问题、解决问题、反思与评价等主要环节尽可能提高学生的自主探究程度;需要结合具体问题分析并了解学生的自主探究能力,尊重学生的认知过程,并善于选择突破学生学习难点的方式。

Self-inquiry is a way tor students to acquire knowledge. Whether teachers will choose this method or not depends on the teachers＇ judgment about whether the solution ideas and methods of that driven problem generated by the knowledge are in the student＇ s ZPD. This paper, taking the quadratic radical addition and subtraction as an example, explains that teachers, based on the design of teaching activities of students＇ self-inquiry, need to try their best to raise the level of students＇ self-inquiry in the main steps of presenting questions, solving problems, and reflecting and evaluating. They also need to analyze and understand students＇ self-inquiry ability, respect students＇ cognitive process, and try to choose appropriate ways to help students＇ break through their learning difficulties.