“分数的初步认识”中的多元表征学习问题  

A Discussion on Multiple Representations of “Preliminary Comprehending of Fraction”

作　　者：曹新[1] 

机构地区：[1]赣南师范学院数学与计算机科学学院

出　　处：《教育学术月刊》2013年第12期70-75,共6页Education Research Monthly

基　　金：江西省高等学校教学改革研究课题"‘教师教育课程标准’的学科化研究与实践探索"(编号:JXJG-12-11-4);江西省教育科学规划课题"新课改背景下高师数学高效教学行为研究"(编号:11YB 205);赣南师范学院重点学科招标课题"数学课堂教学研究"

摘　　要：相对于分数意义教学的多次讨论与争论,对"分数初步认识"的探讨却显得不够。在《分数的初步认识》的学习中,学生感受了情境却可能没有体会引入分数的必要性;顺利地进行了操作活动却可能没有涉及分数的本质。鉴于表征在学习过程中的重要意义,从多元表征的视角分析这一内容,发现众多的教学设计与实施都存在过于偏向符号表征、忽视表征的发展层次、忽略表征间的转换与转译等倾向,这些倾向将为学生进一步理解分数的意义埋下潜在障碍。为此,提出应该关注"分数的初步认识"中的多元表征学习问题。There are many debates about 'Teaching of Fraction Meaning', but it appeared less exploration in 'Preliminary comprehension of fraction'. Some surveys show that students may have experienced the situation but didn't realize the necessity of learning fraction. They can operate well but never think about the essence of mathematics. As representation is crucial for the understanding of concepts, making the analysis of teaching design in Preliminary Comprehending of Fraction from the perspective of multiple representations is important. It found that two kinds of tendencies of over favoring symbol representation, ignoring the development level of representation and the teaching behavior of transformation and translation between different representations, which are potential barriers for students' further comprehending of fraction. Issues of multiple representations about learning in Preliminary Comprehend of Fraction should be seriously considered.

关 键 词：外在表征 内在表征 多元表征 概念理解 分数的初步认识 

分 类 号：G62[文化科学—教育学]