数学教育学报2012，Vol.21Issue(5)：88-91,4.
引导式探究中问题提出的“合理性”研究——对三节“同课异构”课堂的比较分析思考与感悟
Guided Inquiry of "Rationality" Problem Posing Research ——Same Course Different Class of Comparative Analysis, Thinking and Feeling
摘要
Abstract
A comparative study can help people better understand the essence of things, to grasp the general regularity of education The three section of the same class isomerism classroom teaching as the carrier, new lesson from the introduction of the proposed new problem can arouse students' cognitive conflict; in the process of knowledge structure of the new issue of whether beneficial the core concept reveal and construction of mathematics application; questions (example) if for all students to study and summarization of the new issue of whether natural kind, close to the students from four aspects to start, according to the guided inquiry of problem posing in the "rationality" to carry on the comparative analysis and comment. Finally the author of this lesson application of guided inquiry puts forward his own ideas.关键词
引导探究/问题提出/合理性/导入新课/知识构建/数学应用Key words
guided inquiry/problems/rationality/inducts the new class/knowledge construction/application of Mathematics分类
社会科学引用本文复制引用
董荣森..引导式探究中问题提出的“合理性”研究——对三节“同课异构”课堂的比较分析思考与感悟[J].数学教育学报,2012,21(5):88-91,4.基金项目
江苏省中小学教学研究2011年度第九期重点课题--教师有效稚化自己的思维,促进学生参与性探究--以高中数学为例 （）
