认知弹性理论指导下的高师数学建模教学  

Teaching of Mathematical Modeling in Normal University with Guide of Cognitive Flexibility Theory

作　　者：李明振[1] 庞坤[2] 宋乃庆[1] 

机构地区：[1]西南大学数学与统计学院,重庆400715 [2]中国人民武装警察部队学院,河北廊坊065000

出　　处：《数学教育学报》2007年第1期96-99,共4页Journal of Mathematics Education

基　　金：河南省"十五"教育科学规划重点课题(2002–JKGHA–006);暨河南省高校青年骨干教师资助计划课题(豫教高[2003]100)--高师院校"数学建模"课程开发及其教学研究

摘　　要：认知弹性理论是一种关于结构不良领域的知识习得与迁移的学习理论,对指导高师数学建模教学具有较强的适用性.基于认知弹性理论,高师数学建模教学应采取如下教学设计策略:对数学建模方法实施多角度表征与多维分析;实施数学建模方法与现实情境问题的相互交叉;逐次分化与综合贯通相结合;运用认知弹性超文本构建数学建模方法体系的立体网状结构.Cognitive flexibility theory was a learning theory about acquiring the knowledge in ill - structured domains and it had better application to guide mathematical modeling in normal university. The strategies of teaching design of mathematical modeling in normal university based on cognitive flexibility theory were as follows： （1） carrying out multiple angles representation and multiple dimension analysis to mathematical modeling method; （2） implementing crossing over design of mathematical modeling method and actual situational problem; （3） combining gradual spilt and comprehensive understanding; （4） building multiple dimensional net-typing structure of method system of mathematical modeling with cognitive flexibility hypertext.

关 键 词：认知弹性理论 高师 数学建模 教学设计策略 

分 类 号：O1-4[理学—数学]