摘要
学生对数学知识的理解存在操作性理解、关系性理解和迁移性理解3个层次.我国许多学生数学认知处于操作性理解水平,他们可以在带有识记性与操作步骤的问题解答中取得较好的认知成绩,但因为许多学生对数学知识的理解尚未达到关系性理解与迁移性理解(深刻理解)水平,所以在综合性问题测试和解决实际问题的能力测试中成绩不理想.数学教学要采取有效措施,重视促进学生的数学认知理解水平。
Students had three understanding levels to mathematics knowledge： the operational understanding, the relation understanding and the migratory understanding. Many students＇ mathematics cognition was in the operational understanding level in our country. They got the good cognition results only in those questions which having the memory or in the sequence of operation. Many students did not achieve the levels of relations understanding and migratory understanding to mathematics knowledge, The test results in the comprehensive question test and in the solution actual problem ability was not ideal. Mathematics teaching need take the effective actions to promote students＇ mathematics cognition understanding level.
出处
《数学教育学报》
北大核心
2006年第4期14-16,共3页
Journal of Mathematics Education
关键词
理解
操作性理解
关系性理解
迁移性理解
understanding
operational understanding
relation understanding
migratory understanding
