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在我国,由“应试教育”向“素质教育”全面转轨的今天,提倡“问题解决”无疑是数学教育改革的突破口。然而,由于对“问题解决”的片面理解,传统的“传授——接受”式教学思想在“问题解决”教学中表现得还很突出,即学生总是被要求去解决由其他人所提出的问题,在问题解决过程中没有突出学生主动建构学习的活动,从而就不可避免地处于一种被动的地位。这事实上也就是“问题解决”这一口号何以常常与“应试教育”表现出一定的相容性,甚至为后者所利用的一个重要原因。
In our country, today from “examination-oriented education” to “quality education”, we advocate “problem solving ” is undoubtedly the breakthrough of mathematics education reform. However, due to the one-sided understanding of “problem solving ”, the traditional “teaching - receiving ” teaching ideas in “problem solving ” teaching is also very prominent, that is, students are always asked to solve Problems raised by others, in the process of problem solving, do not highlight the activities of students actively constructing learning, and thus inevitably be in a passive position. In fact, this is why the slogan of “problem solving” often shows some compatibility with “exam-oriented education ” and is even used as an important factor for the latter.