论文部分内容阅读
设计真实问题情境,使学生在解决问题的过程中获得陈述性知识并自主构建程序性知识。本文结合对物质的量一节教学中全新设计进行的分析,阐述在教学过程中对学生程序性知识获得方面的突破。即让学生在真实问题背景下,运用一定的探究方法从直接经验中进行反复的检验、抽象、概括等,发现同类事物的共同的本质特征从而形成概念,使学生了解从知识的产生、知识内涵到外延的具体应用,得到一个完整的概念。
Design the real problem situation so that students can obtain the declarative knowledge in the process of problem solving and construct the procedural knowledge independently. Based on the analysis of the new design in the teaching of material quantity, this article expounds the breakthrough of acquiring procedural knowledge in the process of teaching. That is to say, under the background of real problems, students should use certain methods of inquiry to conduct repeated tests, abstractions and generalizations from direct experience to find out the common essential characteristics of similar things so as to form a concept so as to make students understand that from the generation of knowledge and the connotation of knowledge To the specific application of the extension, get a complete concept.