程序性知识教与学研究——以义务教育阶段数学为例  

Study on Teaching and Learning Procedural Knowledge

作　　者：巩子坤[1] 刘萍[1] 

机构地区：[1]杭州师范大学学科教育研究所,浙江杭州310036

出　　处：《课程．教材．教法》2014年第4期56-62,共7页Curriculum，Teaching Material and Method

基　　金：教育部人文社会科学研究一般项目"儿童的概率概念认知发展研究"(项目编号:09YJA880027)的研究成果之一

摘　　要：中小学的运算类知识属于程序性知识。学生对程序性知识的理解具有层次性与有限性,大部分学生都知道怎样算,但对为什么这样算背后的道理知之较少。其主要原因是:一方面,程序性知识以及相关的原理比较抽象,理解起来客观上具有一定的难度;另一方面,从教师、教材到教学,都比较关注对程序性知识原理的抽象解释,而较少关注直观的说明和推导。建议:课程标准要确定适度的理解水平;教材要注重对直观的诉求;教学要开展"例规教学"。Knowledge about operation of rational numbers in primary and secondary textbooks belongs to procedural knowledge. By empirical study, it is found out that students＇ understanding on procedural knowledge are differentiated and limited, and most students know how to operate, but do not know the arguments of operating. The reasons are as follows： on one hand, procedural knowledge is more abstract, which is quite difficult to understand; on the other hand, teachers, textbooks and teaching emphasize abstract explanation and the procedural operation rather than explaining intuitively. Suggestions are as follows： curriculum objectives should be based on students＇ understanding levels and development levels; textbooks should be paid more attention to intuition; examples-rule teaching model of procedural knowledge should be put into effect.

关 键 词：程序性知识 理解水平 例规教学 

分 类 号：G623.5[文化科学—教育学]