信息加工理论下数列极限概念的认知心理与教学策略

Cognitive Psychology and Teaching Strategy of Limit Concept under the Information Processing Theory

文章从信息加工理论视角重新审视了数列极限概念的传统教法,通过对照教学过程与教学事件,同步分析了学生的认知心理.据此,提出了促进数列极限概念教学的动态表征策略与方法的深加工策略,认为定义的动态表征与符号表征相结合能促进学生心理上定义图式的建构;“限定放大法”的深加工能强化学生认知策略的编码能力;而学生真正理解和掌握数列极限形式化定义,需经多层“定义→应用”的螺旋式顺向与逆向反复迁移过程.

The traditional teaching method of the concepts of sequence limit and function limit was re-examining according to the perspective of information processing theory.By comparing the teaching process and teaching events,the cognitive psychology of students is analyzed.Therefore,the deep processing strategy of the dynamic representation strategy and the method to promote the teaching of the limit concept were provided.The deep processing of“limited amplification method”can strengthen the students'ability of encoding cognitive strategies,while the students'real understanding and mastery of the formal definition of limit must go through a multi-level“definition→application”spiral migration process.