数学应用问题解决认知障碍的成因及教学策略  

The Reasons and Teaching Strategies of Students' Cognitive Impairment in Soluting Mathematical Applications

作　　者：梁好翠[1] 

机构地区：[1]钦州学院数学与计算机科学系,广西钦州535000

出　　处：《钦州学院学报》2009年第3期96-99,共4页Journal of Qinzhou University

基　　金：广西教育科学"十一五"规划课题(2008C86)

摘　　要：学生解决数学应用问题认知障碍的成因主要有学生的基础知识不牢固、问题背景的复杂性、认知图式检索失败、没有理解和掌握数学思想方法、解题监控能力差等。克服学生解题认知障碍的教学策略主要有:加强数学"双基"的教学;加强数学建模策略与方法的教学;采用样例教学和变式练习;培养学生反思能力和自我监控能力,克服思维定势的消极影响。The main reasons of students＇ Cognitive impairment in soluting mathematical applications are poor foundation, the complexity of the issue of background, failure of Cognitive schemata retrieval, no understanding and mastering of mathematical way, poor ability of Problem -solving and monitoring, and so on. The teaching strategies are strengthen of math ＂double -base＂ teaching; Enhance mathematical teaching of strategies and methods;The using of sample Teaching and variant exercises; Training students＇ capabilities of reflection and selfmonitoring; overcoming the negative effect ion.

关 键 词：教学应用问题 问题解决 认知障碍 教学策略 

分 类 号：G442[哲学宗教—心理学]