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现代认知心理学将知识分为陈述性知识和程序性知识。这两类知识获得的心理过程及其在头脑中的表征、保持与激活等特点都有显著的差异。小学数学教学的最终目标是要促进陈述性与程序性知识的掌握。程序性知识的掌握过程就是学生思维的发展过程,因而学生思维积极主动的参与非常重要。可是,当前课堂教学普遍存在重“形式”轻“本质”现象,在教学活动中,没有引导学生对数学知识的本质进行思考和探究,学生获得的多半是陈述性知识,对程序性、策略
Modern cognitive psychology divides knowledge into declarative knowledge and procedural knowledge. These two types of knowledge to obtain the psychological process and its characterization in the mind, maintain and activate characteristics are significantly different. The ultimate goal of primary school mathematics teaching is to promote mastery of declarative and procedural knowledge. The mastery of procedural knowledge is the development of student thinking, so it is important that students think actively and actively. However, there is a common phenomenon of heavy “form ” light “essence ” in classroom teaching. In teaching activities, students are not guided to explore the essence of mathematical knowledge. Most students obtain declarative knowledge. Sexuality, strategy