问题提出融入课堂教学的困境与突破

The Dilemma and Breakthrough of Integrating Problem Posing into Classroom Teaching

问题提出是数学课程标准“四能”目标的重要组成部分,是生成数学核心素养的必要准备。在融入课堂教学中,易陷入问题情境创设困难、问题提出指导不系统、问题提出评价与教学目标疏离的困境。这与教师对问题提出融入课堂教学的认识不够深入有关:缺乏“问题提出是序列认知活动”“问题情境内蕴召唤结构”“有价值的问题提出取决于对问题质量的认识”的全面认识。为使问题提出有效融入课堂教学,教师可将知识生长点内隐于背景创设问题情境,以促进问题提出为旨向构建“四维”质量评价标准,使策略指导贯穿问题提出全过程。

Problem posing is an important part of the goal of"four abilities"in mathematics curriculum standards,and the necessary preparation for the generation of mathematics core competency.In its integration into classroom teaching,it is easy to fall into the dilemma of difficulty in creating problem situations,unsystematic guidance of problem posing,and alienation of problem posing evaluation and teaching goals.This is related to the lack of teachers'in-depth understanding of integrating problem posing into classroom teaching.which is embodied as the lack of a comprehensive understanding of"problem posing is a sequential cognitive activity","a problem situation contpins the response-inviting structures"and"valuable problem posing depends on the understanding of the quality of the problem",In order to effectively integrate problem posing into classroom teaching.teachers can conceal the knowledge growth point in the background to create a problem situation,set up a"four-dimensional"quality evaluation standard with the purpose of putting forward problem posing,and make strategic guidance throughout the whole process of problem posing.