摘要
直接学抽象的数学概念是很困难的,用数学概念的多元表征学习数学概念是一种新理念和策略.就概念学习过程的认知负荷而言,高低水平学生之间没有显著差异;就概念学习的效果与效率而言,高水平学生显著好于低水平学生.学生水平和教学设计方式是影响学习过程与结果的显著因素;与静态组比较,动态组的教学设计方式更能改善学生的认知负荷和理解成绩,且动态书面组的教学设计方式最有利于高水平学生学习,动态教师组的教学设计方式最有利于低水平学生学习.
It’s different to learn directly mathematics concept,however it’s a new good idea and strategy from/with multi-representations.Using the principles of methodological triangulation(experiment,investigation and interview),the paper probed influence of four instructional designs of multi-representations of concept on learning of mathematics concept.The outcome of the research shows: The student’s level and level of instructional design can improve cognitive load and understand achievement significantly.Compared with instructional design of static group,one of the dynamic groups is better in improving the learning process and product,and dynamic-written group was best fit for the learning of high level student,while the dynamic-teacher group was best fit for the low level student.
出处
《数学教育学报》
北大核心
2010年第2期28-33,共6页
Journal of Mathematics Education
基金
广西教育科学“十一五”规划重点课题——信息技术与中学数学教学整合的理论与实证研究(桂教科学(2008)2号)
广西师范大学博士科研启动基金(科研(2008)35号)
关键词
多元表征
数学概念
教学设计
认知负荷
三角验证
multi-representations
mathematics concept
instructional design
cognitive load
methodological triangulation