指向数学本质的中学数学概念教学模式建构  

Constructing a conceptual teaching model for secondary mathematics that points to the nature of mathematics

作　　者：张旭晖 易桂生 张冬梅 ZHANG Xu-hui;YI Gui-sheng;ZHANG Dong-mei(School of Mathematics and Statistics,Jiangxi Normal University,Nanchang,Jiangxi 330022,China)

机构地区：[1]江西师范大学数学与统计学院,江西南昌330022

出　　处：《教学研究》2024年第6期67-76,共10页Research in Teaching

基　　金：江西师范大学教学改革研究课题(JXSD202428)。

摘　　要：新课标强调概念教学应启发学生思考,引导学生把握内容本质。秉承“揭示数学本质,追溯教学本源”的理念,构建以“感知—想象—概括—固化—应用—结构”为认知过程的中学数学概念教学模式,并以“方差、标准差”数学概念为例,剖析依照该教学模式的设计思想,帮助学生更加深入地理解数学概念的本质属性和逻辑联系。The new curriculum emphasises that conceptual teaching should inspire students to think and guide them to grasp the essence of the content.Adhering to the concept of“revealing the essence of mathematics and tracing the origin of teaching”,we construct the conceptual teaching model of“perception-imagination-generalisation-solidification-application-structure”as the cognitive process.The conceptual teaching model of secondary school mathematics with the cognitive process of“perception-imagination-generalisation-solidification-application-structure”is constructed to take“perception-imagination-generalisation-solidification-application-structure”as the cognitive process,and take the mathematical concepts of“variance and standard deviation”as an example,to analyse the design ideas according to the teaching model,and to help the students to understand more deeply the essence of the mathematical concepts and their logical connections.

关 键 词：中学数学概念 认知过程 教学模式 数学本质 

分 类 号：G633.6[文化科学—教育学]