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教育心理学讲到,一切有意义的学习都包括迁移。而影响有意义的学习和保持的主要认知结构变量有三个:可利用性,可辨别性和稳定性(清晰性)。在数学教学中如何运用这个理论来改进教学方法?我作了一些尝试性的探索。首先,在认知结构的可利用性方面,我认为在有意义的学习中,在呈现正式学习材料以前,教师可以先进行“铺垫”,架设新旧知识联系的“认知桥梁”。教师要纵观教材前后知识点的联系,从中找出可起固定作用的观念,首先讲清、讲懂、讲透彻,建立起认知结构的固定
Educational psychology says that all meaningful learning includes migration. There are three main cognitive structural variables that affect meaningful learning and retention: availability, discernibility, and stability (clarity). How to use this theory in mathematics teaching to improve teaching methods? I made some tentative explorations. First of all, in terms of the usability of cognitive structures, I think that in meaningful learning, teachers can first “pave the way” to establish a “cognitive bridge” between new and old knowledge before presenting formal learning materials. Teachers should take an overview of the connection between knowledge points before and after teaching materials and find out the notion that they can play a fixed role. First of all, they should clarify, explain and thoroughly explain and establish a fixed cognitive structure