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《义务教育数学课程标准(2011年版)》(以下简称“课程标准”)把数学课程分为“数与代数”“图形与几何”“统计与概率”“综合与实践”四个领域。其中,“综合与实践”领域与其他几个领域相比,内容与要求显得并不明晰,只有相应的框架性目标与个别案例。从现实教学状况来看,或因为教师意识不强,或因为教学条件限制,总体说来数学“综合与实践”活动的开展比较薄弱。这往往导致学生只会记忆知识,模仿解题,而对一些具有开放性的问题,比
Mathematics Compulsory Education Curriculum Standard (Edition 2011) (hereinafter referred to as “curriculum standard”) divides the math curriculum into “number and algebra” “figure and geometry” “statistics and probability” “synthesis And practice ”four areas. Among them, the field of “integration and practice” compared with several other areas, the content and requirements seem not clear, only the corresponding framework goals and individual cases. From the point of view of reality teaching, or because teachers’ awareness is not strong or because of the limitation of teaching conditions, the overall activities of mathematics “synthesis and practice ” are relatively weak. This often results in students merely remembering knowledge and mimicking problem solving, while for some having open questions,