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“有过程的归纳教学”的行动与省思 被引量:3

Action and Reflection on "Inductive Teaching Focus on Process"
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摘要 "有过程的归纳教学"作为一种教学理念和范式,旨在使学生经历合情合理的推测、探究、体验等操作活动,不断经历知识原初产生的过程、多种形式对话的过程、多种思维沉思的过程,从而归纳概括出一般结论。以小学数学"三角形的面积"内容为例,从问题情境的挑战性、操作活动的探究性、归纳建构的逻辑性三方面,经过行动教育模式的三次教学和改进,对设计程序和实施策略进行探索,为数学教学实践提供依据与参考。
作者 石迎春 于伟 SHI Yingchun
出处 《教育科学研究》 CSSCI 北大核心 2021年第4期66-71,共6页 Educational Science Research
基金 吉林省教育科学“十三五”规划2017年度重点课题“数学学习困难学生类型及其改进策略研究”(ZD17309)的阶段性成果。
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