岳阳职业技术学院学报
嶽暘職業技術學院學報
악양직업기술학원학보
Yueyang Vocational Technical College
2015年
3期
58~61
,共null页
内地西藏班 数学教学 生成性课堂
內地西藏班 數學教學 生成性課堂
내지서장반 수학교학 생성성과당
Inland Tibet classes;mathematics teaching;generative classroom
受师生不同文化背景的影响，内地西藏班数学教学传统的“预设性”课堂有效性不及“生成性”课堂；在内地西藏班的数学教学实践中，教师可以通过构建良好的师生关系、积极组织课堂互动、积极面对错误质疑、强化课后反思和研究等策略，构建内地西藏班数学教学的“生成性”课堂。
受師生不同文化揹景的影響，內地西藏班數學教學傳統的“預設性”課堂有效性不及“生成性”課堂；在內地西藏班的數學教學實踐中，教師可以通過構建良好的師生關繫、積極組織課堂互動、積極麵對錯誤質疑、彊化課後反思和研究等策略，構建內地西藏班數學教學的“生成性”課堂。
수사생불동문화배경적영향，내지서장반수학교학전통적“예설성”과당유효성불급“생성성”과당；재내지서장반적수학교학실천중，교사가이통과구건량호적사생관계、적겁조직과당호동、적겁면대착오질의、강화과후반사화연구등책략，구건내지서장반수학교학적“생성성”과당。
Influenced by the teachers and students＇ different cultural backgrounds, the effectiveness of traditional mathematics presupposition teaching is less than generative teaching for inland Tibet classes. In teaching practice, teachers can build a good relationship between teachers and students, actively organize classroom interaction, face the question oppugning, strengthen strategy of after-class reflection and research to form mathematics generative teaching methods for inland Tibet classes.
