CAJ | 학술논문

关注知识生成过程的教学，必须从数学的学科特点和学生认知特点出发，同时关注数学知识的静态形式和动态形式，合理重组、拓展数学知识的生成点，并在课堂上捕捉和提炼学生学习过程中的教学资源，推进学生数学经验的自我生成和数学知识网络的自我构建。通过对数学知识生成过程中的生成性目标的定位、生成性内容的开发、生成性资源的捕捉、生成性评价的构建等环节的思考，可以构建数学知识生成过程的教学活动方法和实践过程。
관주지식생성과정적교학，필수종수학적학과특점화학생인지특점출발，동시관주수학지식적정태형식화동태형식，합리중조、탁전수학지식적생성점，병재과당상포착화제련학생학습과정중적교학자원，추진학생수학경험적자아생성화수학지식망락적자아구건。통과대수학지식생성과정중적생성성목표적정위、생성성내용적개발、생성성자원적포착、생성성평개적구건등배절적사고，가이구건수학지식생성과정적교학활동방법화실천과정。
It is necessary to start from the subject features of mathematics and the cognitive cnaracterlsucs of the students to pay attention to the teaching process of knowledge generation. At the same time, it is indispensable to focus on the static form and dynamic form, to rebuild and expand the generative points reasonably, to catch and refine the teaching resources of students~ studying process, to promote the self- generation of mathematic experience and the self-construction of mathematic network. The article explains the teaching activity methods and practical processes by analyzing the generative target location, generative content development, generative resource capture and construction of generative evaluation.