数学概念的认识及其教学设计与课堂教学  

Understanding of Mathematical Concepts and Way of Teaching

作　　者：徐文彬[1] 

机构地区：[1]南京师范大学课程与教学研究所

出　　处：《课程．教材．教法》2010年第10期39-44,共6页Curriculum，Teaching Material and Method

基　　金：全国教育科学“十一五”规划项目教育部重点课题“和谐学校文化建设与课程教学的关系研究”(DHA090189)的阶段研究成果之一

摘　　要：数学概念教学之于数学教育的重要性可以从对数学概念的逻辑的、数学史的、教育心理学的和数学心理学的等＂多层面的理解＂中获得确证。而数学概念的教学设计则必须根植于相关概念的＂整体结构与关系＂当中,方可获得数学思维方式的建构或转变。至于具体的＂某一＂数学概念的课堂教学,则必须聚焦于对该概念所在的相关概念的＂整体结构与关系＂当中的众多相互关联的数学概念的辨别与再联系,方可获得现实可行的数学能力。To teach mathematical concepts is important to mathematics education,which derived from the view of logic,mathematical history,educational psychology,mathematical psychology of mathematical concepts.Therefore,the teaching design of mathematical concepts must be based on the entire structure and connection of the related concepts to achieve the construction and change of the mode of thinking.As to teaching a specific mathematical concept in classroom,it is important to payattention to the distinguishing and re-connecting of the amount of related concepts to acquire practical mathematical ability.

关 键 词：数学概念 思维方式 整体结构 教学设计 课堂教学 

分 类 号：G623.5[文化科学—教育学]