基于皮亚杰认知发展阶段论透视中职生数学学习现状  

On the Current Secondary Vocational Students' Math Learning Situation Based on Piaget's Theory of Cognitive Development Stages

作　　者：罗海霞[1] 

机构地区：[1]江苏省连云港中等专业学校

出　　处：《江苏教育研究（职教）（C版）》2016年第9期69-72,共4页

基　　金：2016年第三期江苏省职业教育教学改革研究课题"中等职业学校‘工具性’教学模式的研究与实践"(课题编号:ZYB10)阶段性成果之一

摘　　要：中职生数学学习效率之低、学习质量之劣、学习态度之差,一直被教育界诟病。本文通过调研,并依据皮亚杰认知发展阶段论透视中职生思维发展现状,从而揭示导致中职生数学学习效率低下的成因,并提出强调"工具性"理解,淡化"关系性"理解;借助教学平台,施实"工具性"数学教学等对策。Secondary vocational students＇ low math learning efficiency and quality, as well as their poor math learning attitudes has always been criticized by the education field. According to Piaget＇s theory of cognitive-development stages, this paper reveals the causes of secondary vocational students＇ low math learning efficiency through investigation and research, and puts forward countermeasures that we should highlight the instrumental understanding, minimize relational understanding, and use teaching platforms to implement instrumental math learning.

关 键 词：皮亚杰 认知发展阶段 中职生 数学学习 

分 类 号：G710[文化科学—职业技术教育学]