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有研究表明:“低认知水平数学教学任务几乎不可能产生学生高水平的参与.”([文1])“而高认知水平数学教学任务为学生提供了运用高水平的思维和推理的机会,日复一日,学生从高水平任务中体验到的累积效果,就在于学生对数学本质的认识得到潜在的发展,创新精神和创造能力得到提高.”(文[2])《高认知水平数学教学任务的特征分析》一文在对数学教学任务进行
Studies have shown that: “The task of low-level cognitive mathematics teaching is almost impossible to produce a high level of student participation. ” ([Paper 1]) “ And high cognitive level mathematics teaching tasks provide students with a high level of thinking And the opportunity for reasoning, day after day, the cumulative effect that students experience from high-level tasks lies in the potential development of students’ understanding of the nature of mathematics and the improvement of innovative spirit and creative ability.” (Article [2] ) “Characteristic Analysis of Mathematical Teaching Tasks with High Cognitive Level” is a task in mathematics teaching