摘要
随着基础教育课程改革的深入,基于“三教”理念的“情境―问题”教学成为培育学生数学核心素养的重要方式,而跨学科情境在此基础上能让学生从多学科的角度深入思考和深刻体验。立足双新课程,以“指数函数的概念”教学为例,设计五个环节,即创设情境、形成概念、回归情境、动手实践以及升华理解,以此拓展学生的视野,感受学科之间的联系,让学生在问题中思考,在情境中体验,在感悟中表达,进而学到“活知识”与“活技能”。
With the deepening of the curriculum reform of basic education,the“situation-problem”teaching based on the concept of“three teaching methods”has become an important way to cultivate students’core literacy in mathematics.On this basis,the interdisciplinary situation can enable students to think deeply and experience deeply from a multi-disciplinary perspective.Based on the new curriculum,taking“the concept of exponential function”teaching as an example,designing five links,including establishing situation,forming concept,returning back to situation,hands-on practice and sublimation to understand,so as to develop the student’s field of vision,to feel the connection between the disciplines,to let the student in question thinking,experience in the situation,express in comprehension,and thus achieve“flexible knowledge”and“living skills”.
作者
张琳玲
冉胜利
张转周
ZHANG Lin-ling;RAN Sheng-li;ZHANG Zhuan-zhou(School of Mathematical Sciences,Guizhou Normal University,Guiyang 550025,China;School of Mathematics,Zunyi Normal University,Zunyi 563006,China)
出处
《遵义师范学院学报》
2023年第5期154-156,161,共4页
Journal of Zunyi Normal University
关键词
三教
跨学科情境
情境-问题教学
指数函数
“three teaching methods”
interdisciplinary situation
situation-problem teaching
exponential function
