21Connotation数学双基课程的内涵-EdgeHillUniversity.pptVIP

4. Rationality of the “Two Basics” 数学双基课程的合理性 We can`t build Skyscrapers without solid foundation. Only with the solid “Two Basics”，Students in primary and middle school can become creative and practice talents, and then get solid foundation to pursue lifelong education. 要建成高楼大厦,没有扎实的基础是不行的。中小学生只有具备扎实的双基，才能为他的终生教育和发展、成为创新型和实践型人才打下坚实的基础。 There is a believe that “ Understanding is priority and the practice is the byproduct” in Mainland China. However, this isn’t the common thinking and regulation, most of them think that are intergated andbetween between practice and understanding. 中国学者认为，“理解优先，操作附带”的教学观点并不完全是人的数学认识过程和规律，操练和理解是相互交替和交融的。 From the point of view of knowledge classification，mathematical double basis is a unity of declarative knowledge and procedural knowledge. 从知识分类看，数学双基是数学“陈述性知识”和“程序性知识”的统一体。 Ausubel argues that it can produce positive results and meaningful learning，if the teaching methods such as practicing and reviewing can satisfy the conditions of meaningful learning. 奥苏贝尔认为，讲授、练习、复习等教学方法只要满足了课堂意义学习的条件，它们能够产生积极和有意义的学习过程和结果。 5. Academic?Contention about the “Two Basics”有关数学双基课程的争鸣 Two Basics and the development of creativity 1) Two Basics may limit the development of creativity. 2) Two Basics is the foundation of creativity 数学双基与创新能力发展 一种观点：数学双基束缚了学生的创新能力发展 一种观点：数学双基为学生的创新能力发展打下了必要的基础 Two Basics teaching and exercises 1) Students have excessive exercise which is called sea tactical issues. 2) Moderate exercise is the basic requirement of Two Basics“ teaching. 数学双基教学与习题训练： 一种观点：双基教学中的习题训练过度，演变成“题海战术” 。 一种观点：适度加强训练是双基教学的基本要求。 Two Basics and Examination 1) “Two Basics” are integrated with exam and result in teaching dissimilation 2)” Two Basics” are complement each other 数学双基教学与考试： 一种观点：双基教学与考试结合致使双基教学异化。 一种观点：双基教学与考试相辅相成。 Two Basics and the New Curriculum Reform 1) New curriculum are weaken “Two Basics” 2) New curriculum are assisting and developing “Two Basics” 数学双基教学与新课程改革： 一种观点：新