| 数学理解说及其理论与课程意义 |
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| 引用本文： | 巩子坤.数学理解说及其理论与课程意义[J].比较教育研究,2009,31(7). |
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| 作者姓名： | 巩子坤 |
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| 作者单位： | 浙江大学理学院,浙江,杭州,310058;杭州师范大学理学院,浙江,杭州,310036 |
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| 摘 要： | 关于数学理解,学者们提出三种观点:一是网络联系说,即理解是表征网络的生成;二是表征转化说,即理解是实现表征之间的转化和建立表征之间的联系;三是类型层次说,即理解有直观理解、程序理解、抽象理解和形式理解等类型层次。这三种观点都基于认知心理学的表征理论,都认为理解是一个动态的行进过程。数学理解研究的理论意义在于,明晰了数学理解的内涵,深化了对数学理解的认识;而它的课程意义在于,可以而且应该基于学生的理解水平,制定适切的课程目标,促进有理解地教与学。
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| 关 键 词： | 数学理解 理解水平 课程目标 |
Mathematics Understanding and Its Theoretical and Curriculum Significance |
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| GONG Zi-kun.Mathematics Understanding and Its Theoretical and Curriculum Significance[J].Comparative Education Review,2009,31(7). |
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| Authors: | GONG Zi-kun |
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| Abstract: | There are three theories about mathematics understanding.First,a mathematical knowledge is understood if it is linked to existing networks.Second,understanding is reflected in the ability to make connections and translation within and between various representations.Third,understanding includes intuitive understanding,procedural understanding,abstract understanding,and formal understanding.These theories are based on cognitive psychology,and think that understanding is a continual dynamic process.Using thes... |
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| Keywords: | mathematics understanding understanding levels curriculum objectives |
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