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数学慢教育作为教育哲学形态,类属于心理学范畴.从认知心理学来看,她具有有意注意和无意注意的相容性特征;从思维心理学来看,她具有感性思维和理性思维的概括性特征;从信息加工心理学来看,她具有知觉调节和表象监控的综合性特征;从情意心理学来看,她具有信念系统和意志系统的情绪性特征.这些带有明显个性特征的心理元素是数学学习的心理基础,成功的数学慢教育离不开这些学习心理元素的支撑.近期,不断有研究数学慢教育情境“心理元素”的
As a philosophical form of education, mathematics slow education belongs to the category of psychology.From the perspective of cognitive psychology, she possesses the compatible characteristics of intentional attention and unintentional attention. From the perspective of thinking psychology, she has sensible thinking and rational thinking In terms of information processing psychology, she possesses a comprehensive characteristic of the regulation of perception and appearance monitoring. From the perspective of affective psychology, she has the emotional characteristics of belief system and volitional system, which have obvious personality characteristics Psychological elements are the psychological basis of mathematical learning, the successful mathematics slow education can not be separated from these elements of learning psychology support.Recently, there are constantly studying mathematics slow education situation “psychological elements ”