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美国著名心理学家布鲁纳说:“学习者不 应是信息的被动接受者,而应该是知识获取 过程的主动参与者。”在《数学课程标准(实 验稿)》中也明确指出:学生的数学学习活动 应当是一个生动活泼的、主动的和富有个性 的探究过程。然而在现实教学中,较为普遍 的现象是,由教师简单浅显的提问,将学生 的思维引入预先设置的圈内。学生却不知道 自己要学什么、为什么学和怎样学,因此缺 少探究的方向和动力。那么教师究竟怎样做 才能让学生主动参与学习探究的过程呢?下面 一个案例或许能给我们一些启示。
Bruner, a famous psychologist in the United States, said: “Learners should not be passive recipients of information but should be active participants in the knowledge acquisition process.” "It is also clearly stated in the Mathematics Curriculum Standard (Experimental Version) : The student's mathematics learning activity should be a lively, active and individualized inquiry process. However, in the real teaching, the more common phenomenon is that teachers simply introduce the students' thinking into the pre-set circle. Students do not know what they want to learn, why they learn and how to learn, and therefore lack the direction and motivation to explore. So what exactly teachers can do to enable students to take the initiative to participate in the process of learning and exploring it? The following case may give us some inspiration.