发现学习理论在高等数学教学中的实践研究  

Application of Discovery Learning Theory in the Teaching of Advanced Mathematics

作　　者：丁玉梅[1] 王霞[1] 

机构地区：[1]天津科技大学,天津300222

出　　处：《中国轻工教育》2017年第2期66-68,86,共4页China Education of Light Industry

基　　金：天津市教育科学“十三五”规划重点课题(HE1020)

摘　　要：基于美国教育学家布鲁纳提出的发现学习理论,针对高等数学课堂教学,阐述了发现学习理论的主要内容和发现学习的思维过程,强调学生在数学学习过程中,要先理解领会知识体系,保持知识结构的完整性、系统性,形成良好的认知结构。最后提出如何在高等数学教学中运用发现学习理论,主要包括在概念教学中的多重体现方法;在公式教学中创设数学学习情境;在问题解决过程中,进行合情推理、展示思维过程等。运用发现教学法,能够调动学生学习的积极性,培养数学思维能力。The main content and process of the discovery learning theory are introduced based on the discovery learning theory proposed by American educator Bruner. In the process of mathematics learning, students should understand the knowledge as well as its systematic structure, and then form a good cognitive learning pattern. The application of discovery learning theory in the teaching of advanced mathematics should include multiple methods of concept teaching, creation of mathematics learning environment in formula teaching and plausible reasoning in the process of problem-solving. As a result, the discovery teaching has improved the students＇ interest in mathematics and their maths thinking abilities.

关 键 词：发现学习理论 认知结构 数学教育 

分 类 号：G642.0[文化科学—高等教育学]