摘要
当前的高中数学现象教学中,普遍存在着概念模糊、操作流程不具体、缺乏完备理论支撑的情况。将广义的具身认知作为现象教学的理论基础,从具身认知的规律来探寻现象教学,对其理解会更加清晰。具身认知视域下的现象教学,其流程由定向开放—交互融合—实践应用—创新发展四个步骤构成。学生、环境、教师、学科知识等关键要素构成了一个微系统,各要素相互依存、相互作用。
In the current high school mathematics phenomenon teaching,there are generally vague concepts,unspecific operating procedures and lack of complete theoretical support.Taking the generalized embodied cognition as the theoretical basis of phenomenon teaching,and exploring the phenomenon of teaching from the law of embodied cognition,the understanding will be clearer.Phenomenon teaching under the perspective of embodied cognition,its process consists of four steps:orientation and opening-interactive integration-practical application-innovative development.Key elements such as students,environment,teachers,and subject knowledge constitute a micro-system,and each element is interdependent and interacts.
作者
张阳
ZHANG Yang(Suzhou Wujiang Senior High School,Suzhou 215200,China)
出处
《江苏教育研究》
2020年第28期3-6,共4页
Jiangsu Education Research
基金
江苏省教育科学“十三五”规划2018年度重点课题“高中生数学批判质疑能力的实践研究”(B-b/2018/02/56)
江苏省中小学第十三期(2019年度)教学研究课题“数学现象视角下的概念教学”(2019JK13-ZB37)
江苏省教育科学“十三五”规划2016年度课题“用数学现象启发问题意识的教学实践研究”(B-b/2016/02/78)的研究成果。
关键词
具身认知
现象教学
高中数学
embodied cognition
phenomenon teaching
high school mathematics
