高中数学教学中“懂而不会”现象剖析  

An Analysis of "Knowing but not Under standing" in Senior Middle School Mathematics Teaching

作　　者：邵征锋[1] 

机构地区：[1]贵州师范大学教育科学学院,贵州贵阳550001

出　　处：《兵团教育学院学报》2017年第5期75-79,共5页Journal of Bingtuan Education Institute

基　　金：2015年贵州省教育改革发展研究十大招标课题"中小学教师专业成长的实践性与教师培训模式改革研究"(2015ZD004);国家社会科学基金后期资助项目"文化视觉下的教师发展与教学改革研究"(13FJK017)

摘　　要：高中数学教学中"懂而不会"是一个普适性现象,究其原因,有教师教上的问题,有学生学的问题,本文从微观和宏观对数学教学中"懂而不会"现象进行剖析,并有针对地提出对策,从微观上加强数学知识点的理解,从宏观上加强数学知识点的内在联系,帮助学生形成知识体系,加强学生数学知识生活化和生活知识数学化的过程。In senior middle school mathematics teaching, ＂knowing but not understanding＂ isa universalphenomenon; there are the problem of teachers to teach, and the problem of students to learn. This paper makesanalysis on the phenomenon of ＂knowing but not understanding＂ in mathematics teaching from the micro and macrolevels and makes recommendations. From the microscopic point of strengthening to understand the mathematicalknowledge and from the macroscopic point of strengthening to help students link the internal of mathematicalknowledge system we make suggestions on making students＇ learning mathematical knowledge as routine and makingstudents＇ learning life knowledge as mathematics.

关 键 词：数学 懂而不会 思维导图 数学生活化 生活数学化 

分 类 号：G633.6[文化科学—教育学]