摘要
数学教学中学生认识的发源、发生、形成和发展是数学教育的本原问题之一.运用质的研究方法,按照"惑、学、知、识"的理路,提出了"生惑、积学、致知、增识"的4环节学习理论和"诱惑、导学、启知、发识"的4阶段教学理论.由于教学认识是一个复杂事件,必须从缄默度和过程两个维度来认识"从惑到识"原理.该原理体现了科学性与处方性相统一、完备性与简约性相统一的建构原则,可以作为数学教学策略设计的基本原理.
The problem of origination, genesis, formation, and development of the students＇ cognition in mathematics teaching was one of initial problems of mathematics education. Using qualitative research method, according to the idea of ＂puzzle, learning, knowing, and taste＂, Bringing up the 4-step learning theory of ＂producing puzzle, active learning and cumulating ideas, getting knowledge, and improving one＇s taste＂ and 4-step teaching theory of ＂inducing the students puzzle, guiding the students learning, enlightening the students knowing, and expressing their taste＂. Students＇ cognition was a complex event; ＂from puzzle to taste＂ must be understood from two dimensions of tacit dimension and process dimension. The unity of scientific quality and prescription, and the unity of completeness and simplicity were embodied in this principle of from puzzle to taste; this principle could be considered as a basic principle of designing a strategy of mathematics teaching.
出处
《数学教育学报》
北大核心
2007年第4期9-12,共4页
Journal of Mathematics Education
关键词
数学教学
认识的生长
从惑到识
建构原则
mathematics teaching
growth of cognition
from puzzle to taste
principle of constructing
