经验学习理论对数学活动经验教学的启示  

Inspiration of Experience Learning Theory on Mathematic Activity Experience Teaching

作　　者：仲秀英[1] 宋乃庆[2] 

机构地区：[1]重庆师范大学经济与管理学院,重庆市400047 [2]西南大学基础教育研究中心,重庆市400715

出　　处：《西南大学学报（社会科学版）》2009年第6期129-132,共4页Journal of Southwest University(Social Sciences Edition)

基　　金：全国教育科学规划教育部重点课题"学生数学活动经验的基本理论及教学实践研究"(DHA090180);项目负责人:仲秀英

摘　　要：学生数学活动经验对于学生数学学习活动的开展、数学思想方法的领悟等方面有着十分重要的作用。经验学习理论对学生获得数学活动经验的教学具有重要的启示:为学生提供有层次性的、数学本质一样的、广泛的活动情境及足够的替代性经验,让学生经历参与、反思、内化等数学活动的全过程,及时反省、评价、抽象和运用在该过程中获得的经验,并利用"社会"因素,积极干预学习风格的不良影响,有助于学生获得充足的数学活动经验。The students＇ experience of mathematics activities plays-a very important role in exploring mathematics activities smoothly, understanding mathematical thinking and advent of mathematical concepts. Experiential learning theory is an important lesson to promote mathematical activities experience of students. The lessons involve the following content., to provide students with structured nature, the same mathematical nature, a wide range of activities and the availability of alternative contexts of experience, to enable students to experience participation, reflection, internalization of the entire process, to timely reflect, evaluate, abstract and use the experience and to make use of ＂social＂ factors, which can actively intervene in the adverse effects of learning style and help students with adequate experience in mathematical activities.

关 键 词：活动经验 经验学习 教学启示 

分 类 号：G424[文化科学—课程与教学论]