跨越认知冲突 理解数学本质  

Crossing Cognitive Confl icts and Understanding Mathematical Essence

作　　者：黄荣德 Huang Rongde(Wuxi Luoshe Central Primary School,Wuxi 214187,China)

机构地区：[1]无锡市洛社中心小学

出　　处：《江苏教育研究（实践）（B版）》2018年第7期65-68,共4页A Journal of Research in Education

基　　金：江苏省教育科学"十二五"规划重点课题"小学数学‘综合与实践’课程开发的实践研究"(课题编号:B-b2015/02/215)成果

摘　　要：在小学数学教学中,教师应给予学生充分经历认知冲突的空间,通过同化或顺应两种方式帮助学生达到认知平衡,运用"障碍式"跨越、"阶梯式"跨越、"爬杆式"跨越的教学策略,引导学生跨越认知冲突,真正理解数学的本质并建构自己的知识体系。In primary school mathematics teaching, teachers should offer students enough space to go through cognitive conflicts, and by adopting the ways of assimilation and accommodation help them strike the balance of cognition. Meanwhile, teachers may employ the teaching strategies of crossing obstacles, ladders and pole-climbing to guide students to cross cognitive conflicts so that they can truly understand the essence of mathematics and construct their own system of knowledge.

关 键 词：认知冲突 数学本质 形式模仿 

分 类 号：G623.5[文化科学—教育学]