数学教育学报2025，Vol.34Issue(2)：44-51,8.
"问题提出"单元教学对学生与教师的影响
The Impact of Teaching a Unit with Problem-Posing-Based Learning on Students'Learning and Teachers'Teaching
摘要
Abstract
This study evaluated the impact of teaching a unit with problem-posing-based learning(P-PBL)on students'learning outcomes and teacher'teaching involving an experienced teacher,Teacher Xu,and her 32 fifth-grade students.Under the guidance of the research group,Teacher Xu planned and designed a 10-lesson unit on problem posing with P-PBL.The study evaluated the effectiveness of this approach through carefully designed pre-and post-tests,including brief descriptive questions,calculation questions,and application questions,and interviews about Teacher Xu's practical experience.The results showed that this teaching method improved students'understanding of algebraic expressions,reduced their reliance on arithmetic thinking,and increased their accuracy in solving problems.Students were more willing to express quantitative relationships in algebraic formulas and to ask new questions.Teacher Xu gained a profound understanding of unit objectives,content integration,and problem-posing task formulation design,thereby enhancing their teaching beliefs.关键词
单元教学/问题提出/简易方程/学习表现/教师成长Key words
unit teaching/problem posing/simple equations/students'learning/teachers'teaching分类
社会科学引用本文复制引用
陈算荣,徐红,蔡金法.."问题提出"单元教学对学生与教师的影响[J].数学教育学报,2025,34(2):44-51,8.基金项目
中国教育学会2024年度教育科研规划课题——体现和落实核心素养的小学数学"问题提出"课堂教学实践研究(202421787506B) （202421787506B）
中国高等教育学会2024年度高等教育科学研究规划课题——教育数学视域下基于"问题提出"的大学数学项目式学习和评价研究(24SX0304) （24SX0304）
