本文以一道南京市中考尺规作图题为例,设计其探究教学过程,并得到以下启示:教师在传授方法的同时要善于挖掘尺规作图题所蕴含的数学思想方法,培养学生“归纳”“类比”等数学思想;教师话语须具备引导性和启发性,引导学生经历完整的解题...本文以一道南京市中考尺规作图题为例,设计其探究教学过程,并得到以下启示:教师在传授方法的同时要善于挖掘尺规作图题所蕴含的数学思想方法,培养学生“归纳”“类比”等数学思想;教师话语须具备引导性和启发性,引导学生经历完整的解题过程,发展学生自主探究能力。This paper takes a compass-and-straightedge construction problem from the Nanjing High School Entrance Examination as an example and designs its inquiry-based teaching process, from which the following insights are gained: Teachers should not only teach methods but also be good at uncovering the mathematical ideas and methods embedded in compass-and-straightedge construction problems, cultivating students’ mathematical ideas such as “induction” and “analogy”;Teachers’ language should be guiding and inspirational, guiding students through the entire problem-solving process and developing their autonomous inquiry ability.展开更多
文摘本文以一道南京市中考尺规作图题为例,设计其探究教学过程,并得到以下启示:教师在传授方法的同时要善于挖掘尺规作图题所蕴含的数学思想方法,培养学生“归纳”“类比”等数学思想;教师话语须具备引导性和启发性,引导学生经历完整的解题过程,发展学生自主探究能力。This paper takes a compass-and-straightedge construction problem from the Nanjing High School Entrance Examination as an example and designs its inquiry-based teaching process, from which the following insights are gained: Teachers should not only teach methods but also be good at uncovering the mathematical ideas and methods embedded in compass-and-straightedge construction problems, cultivating students’ mathematical ideas such as “induction” and “analogy”;Teachers’ language should be guiding and inspirational, guiding students through the entire problem-solving process and developing their autonomous inquiry ability.
