绝对值概念教学设计的新视角  

A new perspective of absolute value concept instructional design

作　　者：张昆[1] ZHANG Kun(School of Mathematics and Statistics,Huaibei Normal University,Huaibei,Anhui 235000,China)

机构地区：[1]淮北师范大学数学与统计学院,安徽淮北235000

出　　处：《内江师范学院学报》2025年第4期1-6,共6页Journal of Neijiang Normal University

摘　　要：教科书利用数轴表示有理数a的点的直观,得出“数轴上表示数a的点与原点的距离叫做数a的绝对值”定义.学生无法理解绝对值概念在有理数集中的地位、作用与功能,从而不利于教师施教与学生学习.绝对值概念其实是一种装置,非负有理数通过这项装置转化为其自身,负有理数通过这项装置转化为其相反数,如此,将刚刚建立起来的有理数集退回到非负分数集.在非负分数集内所建立的运算都可以畅通无阻地进入有理数集中来.这一事实性的构想,为绝对值概念的施教与学习提供了一条有效理解的途径.The textbook uses the intuition of the number line to represent the point of the rational number a,and obtains the definition of “the distance between the point representing the number a on the general number line and the origin is called the absolute value of the number a”.Students can not understand the position,function and function of absolute value concept in rational number set,which is not conducive to teachers' teaching and students' learning.The concept of absolute value is actually a device by which the non-rational numbers are transformed into themselves and the rational numbers into their opposite numbers,thus returning the newly established set of rational numbers to the set of non-negative fractions.Any operation established in the set of non-negative fractions can flow unimpeded into the set of rational numbers.This factual conception provides an effective way to understand the teaching and learning of absolute value concept.

关 键 词：运算一致性 数学观念 绝对值概念 教学设计 

分 类 号：G632[文化科学—教育学]