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意义建构理论认为,学习者的学习过程其实就是在学习者将要学习的新概念、新知识与已有的认知结构之间建立起的一种非任意的实质性联系的过程。教学时教师应该创设一定的问题情境,组织一定的操作、体验活动,引导学生对问题进行多元表征,从而引发学生的数学思考,实现对学习内容的意义建构。一、在情境创设中实现意义建构小学生的思维水平正处于由形象思维向抽象思维的过渡阶段,他们对于抽象问题的理解和把握离不开形象
Meaning construction theory holds that the learner’s learning process is actually a non-arbitrary substantive connection between the new concept that the learner will learn, the new knowledge and the existing cognitive structure. In teaching, teachers should create certain problem situations, organize certain operation and experience activities, guide students to carry on the multi-characterization of the questions, so as to arouse the students’ mathematical thinking and realize the construction of the meaning of the learning contents. First, to achieve the significance of the situation in the creation of the creation of Pupils’ thinking level is in the transition from the image of thinking to abstract thinking stage, their understanding and grasp of abstract issues can not be separated from the image