摘要
在义务教育阶段,由于某些数学知识的超经验性、不可证明性、程序性、学习的基础性、传承性、意志性、学生认知结构的不完善性和身心发展的渐进性,有些知识是不适宜探究的,学生对有些知识的理解是有层次的,完全理解是难以做到的,接受学习是大量存在的.学生对“乘法交换律”的理解具有以下层次性:直观性理解,半直观性、半抽象性理解,抽象性理解,形式性理解.因而,按照“保持运算律持续性”的要求,接受的成分越来越多.由此透视出数学学习中理解的层次性和接受学习的取向.当前教学中,要正确处理探究学习与接受学习的关系,取得两者的平衡.
Because from integer, fraction, decimal, rational number, irrational number to complex number, the number was far from our daily experience and intuition, and was more abstract, the operation of multiplication was more abstract. There were four levels of understanding in learning multiplication commutative laws, including intuitive understanding, semi-intuitive and semi-abstract understanding, abstract understanding and formal understanding. So receiving something even if you didn＇t understanding them completely was requested. We suggest that we should deal with relations between inquiry learning and reception learning correctly, and keep balance between them.
出处
《数学教育学报》
北大核心
2006年第1期78-81,共4页
Journal of Mathematics Education
关键词
理解
层次性
接受学习
平衡
understanding
levels
reception learning
balance
