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自2003年起,高中数学课程的改革已经走过了十几年的历程,效果如何?教师根据课程的要求建立的任务是否符合学生的认知水平?学生的需求是否得到了满足?若没有,学生的困惑在哪里?带着这些问题本文以“数学任务框架”为研究工具,选择人教版数学必修2“立体几何”中“直线与平面垂直的判定定理”为研究素材,选取了不同高中(普通5所,重点5所)的10节课作为研究案例,通过多课例的比较,研究在课堂教学中不同阶段的数学教师在立体几何的教学中的教学行为,期望以点带面窥视改革成效.
Since 2003, high school mathematics curriculum reform has gone through more than a decade of course, the effect of how? Teachers according to the requirements of the curriculum to establish the task is consistent with the cognitive level of students? Whether the needs of students have been met? If not, With these problems, this paper chooses “Mathematical Task Frame” as the research tool, and chooses the PEP in mathematical comprehension 2 “solid geometry ” “the theorem of determining the vertical line and plane ” The author chooses 10 classes of different senior high schools (5 in general and 5 in key) as research cases. Through the comparison of multiple lesson examples, it studies the teaching behaviors of the maths teachers in the teaching of solid geometry in different stages of classroom teaching, Expect to see the effectiveness of the reform in a point-by-area manner.