CAJ | 학술논문

教学中的“留白”，是教师用心灵在施教。著名教育家苏霍姆林斯基说过：“有经验的教师往往只是微微打开一扇通向一望无际的知识原野的窗子。”教学“留白”设计并不是对于部分知识的舍弃，而是通过空白的设计去调动学生思维的主动性与积极性，通过自己的探索研究去获得空白处的内容，从而达到对知识的掌握。以《随机事件的概率》和《割圆术》两堂课中不同教师课堂留白情况，通过对比分析运用课堂留白的误区和合理运用留白的策略，为评价教师的课堂留白行为和合理处理课堂留白提供一些借鉴。调查中发现高中数学课堂教学中留白主要存在以下几个问题：（1）课堂留白很少；（2）教师不知道如何合理运用课堂留白。结合分析的结果得到高中数学课堂中运用留白的策略：（1）要预设好留白时间；（2）在“主问题”上多花时间；（3）“主问题”留白要先作铺垫；（4）好的问题是留白的前提；（5）注重在时间和内容上留白；（6）注重在评价和情感上留白。
교학중적“류백”，시교사용심령재시교。저명교육가소곽모림사기설과：“유경험적교사왕왕지시미미타개일선통향일망무제적지식원야적창자。”교학“류백”설계병불시대우부분지식적사기，이시통과공백적설계거조동학생사유적주동성여적겁성，통과자기적탐색연구거획득공백처적내용，종이체도대지식적장악。이《수궤사건적개솔》화《할원술》량당과중불동교사과당류백정황，통과대비분석운용과당류백적오구화합리운용류백적책략，위평개교사적과당류백행위화합리처리과당류백제공일사차감。조사중발현고중수학과당교학중류백주요존재이하궤개문제：（1）과당류백흔소；（2）교사불지도여하합리운용과당류백。결합분석적결과득도고중수학과당중운용류백적책략：（1）요예설호류백시간；（2）재“주문제”상다화시간；（3）“주문제”류백요선작포점；（4）호적문제시류백적전제；（5）주중재시간화내용상류백；（6）주중재평개화정감상류백。
The art of “blank keeping” in teaching requires teacher’s heart devoted. Suhomlinski famous Soviet educator said:“Experienced teachers are often only slightly open a window leads to the vast expanse of knowledge.” The design of “blank keeping”in teaching doesn’t abandon parts of the knowledge, while it can mobilize the students thinking initiative and enthusiasm. They will master knowledge through their own exploration and research. The author entered two classes---- “the probability of random events”and“the strategy of cutting circle”to study the two teachers’ behaviors on“blank keeping”. Compared the two teachers’“blank keeping” strategies, this paper offers some advices on the evaluation of teachers’“blank keeping” behavior in class and the reasonable treatment. The survey found several major problems of “blank keeping” strategy in high school mathematics teaching:(1) classroom blank rarely;(2) teachers do not know how to properly use the classroom blank. Combined analysis of the results, this paper obtained blank keeping strategies in high school mathematical classes:(1) To preset a good blank time;(2) to spend more time in the“main issue”;(3) get prepared for the blank of“main problem”;(4) good question is left blank on the premise;(5) focus on the timing and content of blank keeping;(6) focus on blank keeping on evaluation and emotion.