摘要
"假性理解"是中学生数学学习中比较普遍的现象,也是老师们一时难以找到真正原因而无法很好解决的问题,它严重地影响了中学数学的教学质量。本文以现代认知理论中数学学习过程理论为主要依据,探讨分析了中学生在数学学习中可能造成假性理解的几点因素:感知因素、数学思维因素、原数学认知结构因素等。
<Abstrcat> Pseudo-understanding is a popular phenomenon in middle school mathematics education, and also an intractable problem for mathematics teachers. In accordance with the learning process knowledge in modern cognition theory we analyse the factors causing Pseudo-understanding:perception, mathematics thinking, original mathematics cognition, etc.
出处
《黄冈师范学院学报》
2005年第3期66-70,共5页
Journal of Huanggang Normal University
关键词
数学学习
假性理解
认知学习理论
建构主义
mathematics learning
Pseudo-understanding
cognitive learning theory
