| 数学探究教学设计研究 |
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| 引用本文： | 宁连华.数学探究教学设计研究[J].数学教育学报,2006,15(4):39-41,51. |
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| 作者姓名： | 宁连华 |
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| 作者单位： | 南京师范大学,数学与计算机科学学院,江苏,南京,210097 |
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| 基金项目： | 国家社会科学基金;江苏省教育科学规划项目 |
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| 摘 要： | 当前的数学探究教学设计存在着逻辑起点错位、针对性不强、解释力不足和对传递性教学设计的习惯性支持等缺陷，根本原因在于两代教学设计理论（ID1和ID2）的惯性影响力．对探究需要的分析才是数学探究教学设计的逻辑起点．进行数学探究活动设计时应注意：“元认知提示语”的启发暗示，防止“滑过现象”的发生，尊重探究过程的“自组织性”．
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| 关 键 词： | 数学探究教学设计 逻辑起点 设计环节 层次性 |
| 文章编号： | 1004-9894（2006）04-0039-03 |
| 收稿时间： | 2006-10-12 |
| 修稿时间： | 2006-10-12 |
Study on Mathematics Inquiry Teaching Design |
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| NING Lian-hua.Study on Mathematics Inquiry Teaching Design[J].Journal of Mathematics Education,2006,15(4):39-41,51. |
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| Authors: | NING Lian-hua |
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| Institution: | College of Mathematics and Computer Science, Nanjing Nomal University, Jiangsu Nanjing 210097, China |
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| Abstract: | At present,there were several defects on the mathematics inquiry teaching design by the accustoming effect of two eras' theory of teaching design(ID1 and ID2),such as error of logical starting point,weekly pointing to,feeble explaining power and supporting the delivered instruction.Therefore,this thesis investigated some questions on the theory of mathematics inquiry teaching design from three sides which include the logical starting point,the designing link and the layer. |
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| Keywords: | mathematics inquiry teaching design logical starting point design link layer |
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