促进学生积累数学活动经验的教学策略  

Basic Teaching Strategies to Accumulate Mathematic Activity Experience

作　　者：仲秀英[1] 

机构地区：[1]重庆师范大学数学学院

出　　处：《数学教育学报》2010年第5期36-39,共4页Journal of Mathematics Education

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)

摘　　要：学生数学活动经验是学生在数学活动过程中形成的、并在遇到某种相似情景时可以忆起的某种体验、方法性知识或某种观念，对学生探究数学活动、领悟数学思想方法、形成数学观念等均有着十分重要的定向和方法性作用．教师能系统地使用数学活动动机激发策略，数学活动经验生成策略，数学活动经验系统化实现策略，数学活动经验层次转化策略，数学活动经验拓展策略，数学活动经验优化策略等教学策略，有助于学生积累较为充足的数学活动经验．Experience in mathematic activities, formed in the process of mathematic activities, is certain experience, self knowledge or certain concept that can be recalled when encountering a similar situation. It plays a quite important role in giving an orientation to and providing method for the exploration of individual mathematic activities, comprehension of mathematical thoughts, the formation of mathematical conceptions etc. It is quite helpful for the students to gain adequate experience in mathematic activities if teachers can systematically put into full play in the process of mathematic activities instructional strategies like motive stimulation strategy, experience formation strategy, strategy for the implementation of experience systemization, experience level transformation strategy, experience enlargement strategy, as well as strategy for experience perfection.

关 键 词：数学活动经验 经验积累 教学策略 

分 类 号：G421[文化科学—课程与教学论]