摘要
在数学教学中,前概念是指学生在新课学习前对所学知识已有的认识和理解,对数学概念的建立有积极作用,也有消极作用。教师要善于利用学生的前概念并采取适当的教学策略,帮助学生建构科学新概念。对新知学习有积极作用的前概念,教师可以采用设置问题链的方式,引导学生充分调用自身前概念;对于新知学习有消极作用的前概念,教师应当优先考虑其它能够顺应学生认知的方法进行教学设计;针对课时教学知识点碎片化的局限性,教师也可以利用思维导图作为教学工具链接学生的前概念,加强概念之间的联系,促进概念网络的形成。
In mathematics teaching, pre-concepts refer to students’ existing knowledge and understanding of the knowledge they have learned before learning a new lesson. It has a positive and negative effect on the establishment of mathematical concepts. Teachers should be good at making use of students’ previous concepts and adopt appropriate teaching strategies to help students construct new scientific concepts. For pre-concepts that have a positive effect on the learning of new knowledge, teachers can use the method of setting up question chains to guide students to fully use their own pre-concepts;for pre-concepts that have a negative effect on the learning of new knowledge, teachers should give priority to other methods that can adapt to students’ cognition. Teaching design: In response to the limitations of fragmented knowledge points in class teaching, teachers can also use mind maps as a teaching tool to link students’ previous concepts, strengthen the connection between concepts, and promote the formation of concept networks.
出处
《理论数学》
2024年第1期318-325,共8页
Pure Mathematics
