浅谈课堂教学的问题情境创设.docVIP

湖南省2013年 “国培计划”脱产置换研修班 结业论文 题 目 名 称 浅谈课堂教学的“问题情境”创设 学 科 小学数学 学 生 姓 名 指 导 教 师 邵阳学院 2013年 12 月 28 日 浅谈课堂教学的“问题情境”创设 摘要 随着新课程改革的不断推进，教学内容、教学方法、教学手段、教学思想等也在不断变革。通过在课堂教学过程的各个环节，恰当地创设问题情境，能有效地激发学生的兴奋点，让学生真正成为课堂教学的主角，主动参与教学活动。提高课堂教学的效益。本文对创设问题情境的策略进行了初步探索，作出了思考。建构主义学习理论强调创设真实情景，把创设情景看作是“意义建构”的必要前提，并作为教学设计的最重要内容之一。在数学课堂教学中的创设情景，正是数学学习方式变革的切入口。以情景方式所展开的教学，可以较好地体现对学生认知活动的组织和对学生思维活动的激发与导引。通过积极的情景去“同化”与“顺应”，达到对新知的意义建构。? 关键词：创设情境；兴趣；动手操作；创新；课程改革 ? Abstract With the advancement of new curriculum reform, teaching contents, teaching methods, teaching means, teaching thought and so on also in constant change. Through in each link of the process of classroom teaching, creating problem situation, properly can effectively inspire the students excitement, let students really become the leading role of classroom teaching, actively participate in teaching activities. Improve the efficiency of the classroom. In this paper, the strategy has carried on the preliminary exploration of creating problem situation, made a thought. Constructivism learning theory emphasizes the creation of the real scene, set the situation as the necessary premise that meaning construction, and as one of the most important content of teaching design. Set in the mathematics classroom teaching situation, it is mathematics learning way to change China. In way of teaching, and can better reflect on students cognitive activities of the organization and to inspire and guide students thinking activities. Through positive scenario to assimilation and adaptation, achieve the meaning of knowledge construction. Key word：Create situations; interest; practice; innovation; curriculum reform 目 录 中文摘要....................................................................................................1 英文摘要....................................................................................................2 目录.............