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基于大观念的小学数学“前置性”问题设计

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摘要 从学科本质看,大观念是反应学科本质的核心知识、思想和价值。教师根据学生已有的知识经验,提炼知识形成过程中蕴含的可迁移的大观念,设计能激发学生自主思考的尝试性任务,有利于培养学生适应未来社会发展和个人终身发展的必备品格和关键能力。基于此,文章以小学数学教学中“前置性”问题的设计为例,探讨基于大观念常用提炼策略的小学数学教学路径。
作者 詹海洲
出处 《新课程研究》 2024年第19期4-7,共4页 New Curriculum Research
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