图形运动的“想象性”及其课程价值

Fictive Attribute of Graph Mot ion and Its Curriculum Value

数学课程内容中的“图形运动”,在教科书呈现以及实际教学中,偏重运动现象观察和运动方式的识别,与图形认识与测量形成相互分离的状态。运用认知语言学相关理论分析发现,图形运动具有认知过程中的想象性特征。在此基础上,得到图形运动的课程价值至少应当包括三个方面:认知过程中的思维方法;表征客观对象或现象的直观模型;统整课程内容的思想观念。凡此都是以视觉“看”的过程为基础的,因此在教科书呈现与实际教学中,应当重视视觉“看”的认知活动,进而形成推理和想象,充分发挥图形运动的课程价值。

Graphmotion from mathematics curriculum focuses on the observation of motion phenomena and ident ification of motion pattern in textbook and teaching,which is separated from the recognition and measurement of graph.The analysis using cognitive linguistics theory shows that graphic motion has fictive attibute in cognitive process.On this basis,curriculum value of graphic motion indudes the way of thinking in cognitive process,direct model that represents objective object or phenomenon and ideology that unifies curriculum content.All of these are based on the process of visual“seeing”,therefore,in textbook and teaching,this process should be emphasized,so as to form reasoning and imagination and give full play to the curriculum value of graph motion.