学科教学如何通过发展学生学习自发性落实“双减”目标——基于一个数学解题指导案例的分析

How Subject Teaching Achieves the Goal of“Double Reduction”by Developing Students’Learning Spontaneity:A Case Study of Guiding Students to Solve Mathematical Problems

当学生面对有挑战性的数学问题时会产生自发性的反应,如果此时教师研究并尊重学生的思维与情绪情感脉络,将会激发出他们更大的学习动力。以T老师指导C同学解决一道有挑战性的数学问题为例,研究教师如何发展学生学习的自发性,结果表明这样的教学过程会促进学生产生对所学知识更为深刻的理解和解决问题过程中积极的情感体验,也有利于减轻学生数学学习的负担,更好地落实“双减”目标,体现学科教学在学生健康人格形成中的价值。

When students face challenging mathematical problems,they will have spontaneous reactions.If teachers’study and respect students’thinking and emotion at this time,they will stimulate students’learning motivation.Taking teacher T guiding student C to solve a challenging mathematical problem as an example,this paper studies how teachers develop students’learning spontaneity.The results show that such a teaching process can help students to have a profound understanding of what they have learned and a positive emotional experience in the process of solving problems,and that it is also conducive to reducing the burden of students’mathematical learning,better achieving the goal of“double reduction”and reflecting the value of subject teaching in the formation of students’healthy personality.