“对数”定义难学的心理分析

Psychological Analysis on the Difficulty of Understanding the Logarithmic Definition

从数学学习心理学和脑科学等角度，分析“对数”定义难学的一些原因如下：（1）学生对数学概念和符号的学习有畏惧心理，甚至产生学习焦虑；（2）“对数”定义的学习不能以最经济的同化学习方式进行；（3）“对数”定义的学习受到工作记忆容量的限制：（4）“对数”定义中隐含了大量演绎推理，会增加学习难度．因此，教学中应注意：（1）激活非认知情意系统，抑制畏惧心理；（2）运用先行组织者策略，呈现几个引导性材料；（3）尽力减少工作记忆加工的组块；（4）适当增加教学课时．

In this paper, from the perspective of mathematics learning psychology and brain science, we consider the reasons of the definition of logarithms, which is difficult to learn, and the reasons can be following as： （l） Students＇ learning of mathematical concepts and symbols fear, and even having a learning anxiety; （2） The learning of the definition of Logarithm is not the assimilation of learning styles in the most economical; （3） The learning of the definition of Logarithm subjects to the limitation of the working memory capacity; （4） Logarithmic definition implies a lot of deductive reasoning, which will increase the learning curve. Thus, we get the following teaching suggestions： （1） Activation of non-cognitive affective system, inhibition of the psychological fear; （2） The use of advance organizers＇ strategy, showing a few guiding materials; （3） Trying to reduce the working memory processing blocks; （4） Increasing the teaching hours appropriately .