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笔者在教学实践中经常听到高中数学教师反映“复数这一章概念较多,学生学习复数往往识记的成分偏多,理解的成分偏少,时间长了,容易忘记”.学生在实数基础上建构复数的概念要经历一系列认知冲突,比如说模和绝对值,它们的数学符号表示相同,两者有联系也有区别,绝对值的知识往往会影响复数模,对模的学习产生负迁移,学生是如何将模的概念同化和顺应到绝对值的概念中去的?在概念的发展过程中会经历哪些挫折?弄清这些问题对学生系统地、科学地掌握复数知识具有很强的指导意义,对指导教学也会很有帮助.为此笔者设计了一套针对学生复数学习的访谈问题,在高三年级随机抽取了高成绩组和低成绩组各15人,采用标准式访谈和
I often hear high school mathematics teachers in teaching practice to reflect “The concept of a complex number of chapters, students often learn more complex components, less understanding of the composition, a long time, easy to forget ” Students The concept of building complex numbers on the basis of real numbers is going through a series of cognitive conflicts, such as modulo and absolute values, their mathematical symbols are the same, and the two are related and different. The knowledge of absolute value often affects complex models and modal learning Negative transfer, how do students assimilate and adapt the concept of modality to the concept of absolute value? What setbacks will be experienced in the development of the concept? To understand these problems is very important for students to master the complex knowledge systematically and scientifically Strong guiding significance, and guidance teaching will be very helpful.To this end, I designed a set of interviews for students’ plural learning, in high third grade randomly selected high and low grades group of 15 people, the use of standard interviews with