摘要
极限是微积分的重要概念,关于极限的大量研究都是学生学习困难研究。本研究是在"交流认知模型"理论框架下探讨课堂情境下教师和学生关于极限概念的对话。结果表明参与者对话之间存在着不一致的现象,同时指出教师对话对提高课堂交流效果至关重要。
Limit is an important concept of calculus. A lot of research on limit is about students' learning difficulties. This study explores the dialogue between teachers and students on the concept of limit under the framework of "communicative cognitive model". The results show that there are inconsistencies between participants' dialogues, and it is also pointed out that teacher's dialogues are very important to improve the effectiveness of classroom communication.
作者
曹荣荣
袁璐
顾庆梅
CAO Rongrong;YUAN Lu;GU Qingmei(School of Mathematics and Statistics, Wingdao University, Qingdao, Shandong 266071)
出处
《科教导刊》
2019年第16期48-49,共2页
The Guide Of Science & Education
关键词
极限
交流认知模型
教师对话
学生对话
limit
communication cognitive model
teacher dialogue
student dialogue