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近年来,数学“问题提出”愈发成为国际数学教育界关注的重点。从问题提出与解决、“问题提出”的价值、“问题提出”的课堂教学、“问题提出”的评价以及教材中的“问题提出”五个方面展开,探讨“问题提出”的能力对学生的影响,发现,锻炼学生“问题提出”的能力有助于提升学生的思维。同时,对国内“问题提出”研究提出借鉴,国内应重视“问题提出”的认知心理过程,改变教与学的全体对“问题提出”的态度,促进教材中“问题提出”的课堂实施。
In recent years, mathematics “question put forward” has become the focus of international mathematics education. From the five aspects of the questions raised and resolved, the value of “question put forward”, the teaching of “question put forward”, the evaluation of “question put forward”, and the “question put forward” in the textbook, The impact of “problem posed” on students and found that the ability to train students “questions put forward ” help to enhance students’ thinking. At the same time, we should draw lessons from the domestic research on “question proposing”, the domestic should pay attention to the cognitive psychology process of “question proposing”, change the attitude of all teaching and learning to “question proposing”, and promote “ Question put forward ”classroom implementation.