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概念表象在小学数学课堂中的实践研究——以“小数的意义”教学为例 被引量:1

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摘要 在小学数学课堂教学中,越来越多的研究者发现,概念表象在帮助学生建立概念定义的过程中起着至关重要的作用。概念表象的建立未必朝着正确的概念定义发展;反之,拥有正确的概念定义不一定能够正确解决问题。概念表象对概念定义的作用成为本研究的方向,我们试图通过具体的教学案例以及对比实验,找到学生在概念学习过程中形成概念表象的途径、概念表象的类型以及概念表象的特点,并发现概念表象与教学设计中情境的关系。以此找到提升学生概念学习的方法,进而改进教学方法和策略,促使学生获得并理解概念定义。
出处 《小学数学教师》 2019年第12期61-67,共7页
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