高中数学概念是高中数学教学的基础,只有掌握理解了数学概念才能深入进行高中数学知识的学习,并运用数学知识解决实际问题。而在高中数学教学中渗透数学文化是新课标的重点强调内容。但在实际概念教学中存在教学方法单一,数学文化渗透...高中数学概念是高中数学教学的基础,只有掌握理解了数学概念才能深入进行高中数学知识的学习,并运用数学知识解决实际问题。而在高中数学教学中渗透数学文化是新课标的重点强调内容。但在实际概念教学中存在教学方法单一,数学文化渗透不足等问题。因此本文借助概念教学的典型理论指导——APOS理论,探讨如何基于该理论将数学文化融入高中数学概念教学,并提出具体有效的策略。High school mathematical concepts are the foundation of high school mathematics teaching;only mastering the understanding of mathematical concepts can carry out in-depth high school mathematical knowledge learning and solve practical problems. The penetration of mathematical culture in high school teaching is the key emphasis of the new standard. However, in the actual concept of teaching, there are problems such as single teaching method and insufficient penetration of mathematical culture. Therefore, this paper discusses how to integrate mathematical culture into high school mathematics concept teaching based on APOS theory, a typical theoretical guide for concept teaching, and proposes specific and effective strategies.展开更多
为落实《深化新时代教育评价改革总体方案》,创新评价方式,研究以“问题提出”为评价依据,基于SOLO分类理论划分学生对椭圆知识的理解水平,帮助教师更全面地掌握学情。研究发现学生在部分椭圆知识情境中问题提出表现一般,缺乏灵活性;学...为落实《深化新时代教育评价改革总体方案》,创新评价方式,研究以“问题提出”为评价依据,基于SOLO分类理论划分学生对椭圆知识的理解水平,帮助教师更全面地掌握学情。研究发现学生在部分椭圆知识情境中问题提出表现一般,缺乏灵活性;学生对椭圆知识的理解总体处于多点结构水平,部分学生对椭圆定义的理解存在偏差,对“焦点三角形”知识熟悉程度较低。教师在教学过程中可合理利用学生所提问题,尊重学生个体差异,促进学生全面发展。In order to implement the “Overall Plan for Deepening the Reform of Educational Evaluation in the New Era” and innovate the evaluation method, this paper takes “problem posing” as the evaluation basis and divides students’ understanding level of elliptic knowledge based on SOLO classification theory to help teachers grasp learning situation more comprehensively. It is found that the students’ performance in problem posing in partial elliptic knowledge situation is not good and lacks flexibility. Students’ understanding of ellipse is generally at the level of multi-point structure, some students’ understanding of ellipse definition is wrong, and they are not familiar with “focus triangle” knowledge. In the teaching process, teachers can make reasonable use of the questions raised by students, respect the individual differences of students, and promote the all-round development of students.展开更多
文摘高中数学概念是高中数学教学的基础,只有掌握理解了数学概念才能深入进行高中数学知识的学习,并运用数学知识解决实际问题。而在高中数学教学中渗透数学文化是新课标的重点强调内容。但在实际概念教学中存在教学方法单一,数学文化渗透不足等问题。因此本文借助概念教学的典型理论指导——APOS理论,探讨如何基于该理论将数学文化融入高中数学概念教学,并提出具体有效的策略。High school mathematical concepts are the foundation of high school mathematics teaching;only mastering the understanding of mathematical concepts can carry out in-depth high school mathematical knowledge learning and solve practical problems. The penetration of mathematical culture in high school teaching is the key emphasis of the new standard. However, in the actual concept of teaching, there are problems such as single teaching method and insufficient penetration of mathematical culture. Therefore, this paper discusses how to integrate mathematical culture into high school mathematics concept teaching based on APOS theory, a typical theoretical guide for concept teaching, and proposes specific and effective strategies.
文摘为落实《深化新时代教育评价改革总体方案》,创新评价方式,研究以“问题提出”为评价依据,基于SOLO分类理论划分学生对椭圆知识的理解水平,帮助教师更全面地掌握学情。研究发现学生在部分椭圆知识情境中问题提出表现一般,缺乏灵活性;学生对椭圆知识的理解总体处于多点结构水平,部分学生对椭圆定义的理解存在偏差,对“焦点三角形”知识熟悉程度较低。教师在教学过程中可合理利用学生所提问题,尊重学生个体差异,促进学生全面发展。In order to implement the “Overall Plan for Deepening the Reform of Educational Evaluation in the New Era” and innovate the evaluation method, this paper takes “problem posing” as the evaluation basis and divides students’ understanding level of elliptic knowledge based on SOLO classification theory to help teachers grasp learning situation more comprehensively. It is found that the students’ performance in problem posing in partial elliptic knowledge situation is not good and lacks flexibility. Students’ understanding of ellipse is generally at the level of multi-point structure, some students’ understanding of ellipse definition is wrong, and they are not familiar with “focus triangle” knowledge. In the teaching process, teachers can make reasonable use of the questions raised by students, respect the individual differences of students, and promote the all-round development of students.
