感受的心理过程对数学教学的启示  

Mathematics Teaching Basing on Perception Mental Process

作　　者：赵思林[1] 

机构地区：[1]内江师范学院数学与信息科学学院

出　　处：《数学教育学报》2011年第3期7-11,共5页Journal of Mathematics Education

基　　金：四川省高等教育人才培养质量和教学改革项目——高师数学教育类课程研究性教学实践探索(P09354)

摘　　要：脑科学研究发现,大脑活动有4大功能区：感受区、储存区、想象区和评价区,评价区又称判断区.学生对数学知识、方法、思想以及对学习过程的感受,并非只是大脑感受区的事,而是大脑4大功能区密切配合、协同活动的结果.感受的心理过程一般为：＂感＂→＂储＂→＂想＂→＂判＂→＂断＂→＂象＂→＂存＂→＂受＂.感受的特点主要有主体性、亲历性、过程性、协同性等.感受的心理过程对数学教学有多方面的启示,如数学教学应重视情感体验,激活全脑思维,提倡问题探究,崇尚审美立美等.In studying brain science,four functional areas were found in brain activity,which are perception area,storage area,imagination area and evaluation area,evaluation area is also called judgment area.The feelings of students in mathematics knowledge,methods,thoughts and the learning process is not just the function of perception area of the brain,but the result of close cooperation and collaboration of brain four functional areas.Generally,psychological process of perception is perception→storage→thought→judgment→decision→presentation→memory→acceptance.Perception has features of subjectivity,experience,process,accumulation,collaboration and so on.Perception Mental Mechanism has much inspiration in many aspects of mathematics teaching,such that mathematics teaching should pay attention to emotional experience,activate whole brain thinking,promote problem inquiry,and respect for the aesthetic appreciation,construction and so on.

关 键 词：感受 心理过程 数学教学 

分 类 号：G420[文化科学—课程与教学论]