摘要
从结构化的视角自编一份函数核心概念测试卷,对上海市浦东新区J中学的高二和高三创新班学生进行测试。研究发现:整体上被测学生的函数核心概念认知水平较高,绝大多数达到了3水平或4水平;高三学生的认知水平显著高于高二学生;男生的认知水平显著高于女生;低认知水平的学生仅能处理简单的函数问题,不能系统地建构函数核心概念认知结构,而高认知水平的学生不仅具备良好的认知结构,而且体现出一定的探索与创新能力。究其成因,主要有教师教学、学生学习、教材设计三方面。
A function core concept test paper is compiled from a structured perspective,which is used to test senior high school students from J school in Pudong,Shanghai.The study finds that the students tested have high cognitive levels of core function concepts,with the majority reaching level 3 or level 4;seniors have significantly higher cognitive levels than sophomores;the cognitive level of boys is higher than that of girls;students with low cognitive level can only solve simple function problems,and they are unable to construct cognitive structure systematically,while students with high cognitive level show more exploration and innovation.Teachers teaching skills,students learning ability as well as the teaching material design are the causes of the phenomenon.
作者
时杰
SHI Jie(Jian Ping High School,Shanghai 200135,China)
出处
《当代教育理论与实践》
2022年第1期46-52,共7页
Theory and Practice of Contemporary Education
基金
上海市第四期“双名工程”攻关计划虞涛数学基地攻关课题(SMGC-201904-B55)。
关键词
结构化
函数
核心概念
认知水平
structure
function
core concepts
cognitive level
