文档介绍：小学数学课题研究实施方案
of rural drinking water sources, protection of drinking water sources in rural areas by the end ofdrinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
四、课题的理论依据
1、建构主义认识论。知识不是完全通过教师传授得到，而是学****者在一定的具体情境下，借助自己的努力，以及其他人（包括教师和学****伙伴）或利用必要的学****资料的帮助，通过意义建构的方式而获得。在建构知识的过程中，教师只是学****活动的创设者、组织者、引导者，学****是学生自觉、主动参与的过程，知识经由学生自己的科学方法检验后获得，经由学****者的自我尝试错误后进行同化，再经认知冲突即自我调适后才获得。学****是主动的、建构的及目标取向的过程，它的特征是“由内向外发展的学****br/>2、有意义学****理论。有意义学****理论认为，学****的过程即新旧知识相互联系、相互作用的过程。有意义学****是一种以思维为核心的理解性的学****其特点是学生全身心的投入，包括身与心、认知与情感、逻辑与直觉等都和谐统一起来，其结果既是认识和能力的发展，又是情感和人格的完美。同时有意义学****的结果能得到自我确认，所以有效的学****应该是有意义的学****而机械的学****虽然在一定程度上也能达到掌握知识的目的，但学****的结果常常不得不受到来自外部因素的强化，所以我们认为这是一种低效的学****br/>3、有效教学的理念。有效教学理论认为，教学就其本体功能而言，是有目的地挖掘人的潜能，促使人身心发展的一种有效的实践活动。有效教学理论的核心是教学的效益。
①“有效教学”关注学生的进步或发展；
②“有效教学”关注教学效益，要求教师有时间与效益的观念；
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
of rural drinking water sources, protection of drinking water sources in rural areas by the end of the delimitation of the scope of protection, complete with warning signs, isolating network protection facilities
③“有效教学”需要教师具备一种反思的意识，要求每一个教师不断反思自己的日