基于认知理论的数学概念的教学设计与实践——以微分概念为例  

Teaching Design and Practice of Mathematical Concepts Based on Cognitive Psychology——Take the Concept of Differention as an Example

作　　者：张冬燕[1] 郭从洲[1] 刘倩[1] ZHANG Dongyan;GUO Congzhou;LIU Qian(Basis Department,Information Engineering University,Zhengzhou 450001,China)

机构地区：[1]信息工程大学基础部,郑州450002

出　　处：《大学数学》2022年第1期113-117,共5页College Mathematics

基　　金：解放军信息工程大学教育教学项目(JXYJ2021C020)。

摘　　要：从认知心理学的角度,通过剖析学生的认知结构,揭示了微分概念的“同化固定点”——高阶无穷小概念理解的不透彻和高阶无穷小近似代替思想的缺乏是造成微分理解困难的深层原因,为此,基于学习理论构建了融合概念形成和概念同构两种概念获得方式的数学概念教学模式,并在此模式下进行了微分概念的教学设计.From the perspective of cognitive psychology,this paper reveals that the lack of approximathe idea and the vagueness of the thigh-order infinitesimal concept,which are assimilation fixed point of differential concept,are the deep reasons why the concept of differentiation is difficult to understand.Therefore,based on the learning theory,the paper combines the models of concept formation and concept assimilation to carry out the instuctional design of differential concept.

关 键 词：函数的微分 认知心理学 微分概念的教学设计 

分 类 号：O13[理学—数学]