| 数学教学的三种水平及其理论分析 |
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| 引用本文： | 喻平.数学教学的三种水平及其理论分析[J].课程.教材.教法,2012(1):63-69. |
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| 作者姓名： | 喻平 |
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| 作者单位： | 南京师范大学数学科学学院 |
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| 基金项目： | 全国教育科学“十一五”规划重点课题:中国数学教育研究30年(DAA080080) |
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| 摘 要： | 数学教学分为基本型教学、智慧型教学、创新型教学三个层次,三个层次分别依托数学教师的基本知识结构、学科教学能力(PCA)、创新能力。三个层次的教学即三种水平的教学,表现出自身相对独立的个性和特点,在教学理念、教学操作等方面存在差异。从基本型教学走向智慧型教学再走向创新型教学,是数学教学的应然追求。
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| 关 键 词： | 数学教学层次 知识结构 PCA 创新能力 |
Theoretical Analysis on Three Levels of Mathematics Teaching |
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| YU Ping.Theoretical Analysis on Three Levels of Mathematics Teaching[J].Curriculum; Teaching Material and Method,2012(1):63-69. |
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| Authors: | YU Ping |
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| Institution: | YU Ping(School of Mathematical Sciences & Institute of Curriculum and Instruction, Nanjing Normal University,Nanjing Jiansu 210097 China) |
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| Abstract: | Mathematics teaching can be divided into elementary level,intelligent level,and innovative level,corresponding to mathematics teachers’ differences on fundamental knowledge structure,pedagogical content ability(PCA) and innovation capability.The three levels are characterized distinctly and briefly,and distinguished with one another about teaching ideas,behaviors,etc.A math teacher in his career ought to proceed from the pursuit of elementary level to that of intelligent level and even to innovative level. |
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| Keywords: | levels of mathematis teaching knowledge structure PCA innovative capability |
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