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思维故事在学习进阶中精彩演绎——以“与分段函数有关的取值范围问题”教学为例

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摘要 一、问题的提出高三阶段的复习承载着两大任务:一是知识梳理,形成网络;二是拓展思维,培养能力.显然,前者是一轮复习的定位,后者是二轮复习的立意.当前的复习课中,大多数教师阶段性目标意识不明确,课堂定位有失偏颇,基本采用"先进行10~15分钟知识梳理(以板书或课件的方式),再罗列相关题型进行例题讲解"的传统复习模式.
作者 邵曦
出处 《中学数学(高中版)》 2019年第11期14-16,共3页
基金 江苏省教育科学“十三五”规划专项课题“学习进阶理论下的高中数学概念教学研究”(编号:C-c/2016/02/119)的阶段性研究成果之一
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