CAJ | 학술논문

情境的创设往往和问题的设计是密切相关的，即常说的问题情境。数学情境教学中的“情境”是架起直观到抽象、感性到理性、教材到生活、旧知到新知的桥梁。创设数学问题情境，实施探究教学十分有利于调动学生学习的积极主动性，体验感悟知识技能背后更为本质的东西，提高数学素养。创设数学问题情境，实施探究教学的方法有：联系生活法、知识迁移法、故弄玄虚法、游戏体验法、变式训练法、以错导对法、动手操作法、故事情境法等。
정경적창설왕왕화문제적설계시밀절상관적，즉상설적문제정경。수학정경교학중적“정경”시가기직관도추상、감성도이성、교재도생활、구지도신지적교량。창설수학문제정경，실시탐구교학십분유리우조동학생학습적적겁주동성，체험감오지식기능배후경위본질적동서，제고수학소양。창설수학문제정경，실시탐구교학적방법유：련계생활법、지식천이법、고롱현허법、유희체험법、변식훈련법、이착도대법、동수조작법、고사정경법등。
Creation of situation and problems of the design is often closely relat ed, is often said that the problem situation. Mathematics situation teaching“situation”is a set of intuitive to abstract, perceptual to rational, textbooks to life, the old knowledge to new knowledge. Creating mathematics problem situation, carry out inquiry teaching is very conducive to mobilize students’ learning initiative,experience feeling more essential thing behind the knowledge and skills, improve the maths.