数学教学中估算与精算相结合原理初探  

Preliminary Research on the Teaching Principle: Combining Approximation Calculation and Exact Calculation

作　　者：吴增生[1] 李吉宝[2] 

机构地区：[1]浙江省仙居县教育局教研室,浙江台州317300 [2]曲阜师范大学,山东曲阜273165

出　　处：《数学教育学报》2015年第5期78-83,共6页Journal of Mathematics Education

基　　金：全国教育科学“十一五”规划2010年教育部重点课题——中小学数学课程核心内容及其教学的研究(GOA107010);浙江省2014年教育科学规划课题——基于脑、适于脑和发展脑的数学教学实践研究(2014SC295)

摘　　要：认知神经学研究表明，人脑具有估算加工和精算加工两个数学认知系统，它们具有不同的脑机制，又相互支撑，交互发展．估算与精算相结合是数学教学的重要原则它在具体数学活动中的主要表现形式有：数学运算过程的估算与精算结合；定性分析与定量分析相结合；数形结合；直觉与逻辑结合；宏观决策与微观演绎相结合．估算与精算相结合的这些不同形式给数学教学提供了一些重要的启示．Cognitive neuroscience research shows that the human brain has two mathematical cognitive systems： approximationcalculation system and exact calculation system. They have different brain mechanisms, and mutual support, interactivedevelopment. Therefore, it is a important teaching principle that combining approximation calculation and exact calculation. Themain form of this principle reflected in the specifically mathematical activities are： combining approximation calculation and exactcalculation in the mathematical calculation activities; Combining qualitative analysis and quantitative analysis; The combinationof number and shape; the combination of Intuition and logic; the combination of macro policy decision and micro deductive.These different forms of combining approximation calculation and exact calculation provides some important inspiration formathematics teaching.

关 键 词：估算精算 教学原理 大脑 

分 类 号：G420[文化科学—课程与教学论]