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学生在学习数学知识的过程中,并不是所有的新知识都能顺利地纳入原有认知结构之中,从而得到同化的,当新知识同原有的认知结构不一致时,原有认知结构就会对新知识的学习起阻碍作用,使新知识的学习发生困难。这时,就要对原有的认知结构进行部分改组,以适应新的学习的需要。这个过程叫做调整。所以,在课堂教学中,教师不但要十分注意知识的同化,还要十分注意知识的调整,以不断提高学生学习迁移的水平。 例如,除数是一位数的除法是在学生掌握了用乘法口诀求商的方法,初步学会了除法竖式的写法和有余数的除法的基础上学习的,所以,学生已有的这些
Students in the process of learning mathematics, not all of the new knowledge can be successfully incorporated into the original cognitive structure, and thus be assimilated, when the new knowledge is inconsistent with the original cognitive structure, the original cognitive Structure will impede the learning of new knowledge and make the learning of new knowledge difficult. At this time, we must partially reorganize the original cognitive structure to adapt to the needs of new learning. This process is called adjustment. Therefore, in the classroom teaching, teachers should not only pay great attention to the assimilation of knowledge, but also pay great attention to the adjustment of knowledge in order to continuously improve the level of students' study and relocation. For example, the divisor is a one-digit division is a method used by students to master the multiplication formula, initially learned the division of the vertical wording and the division of the remainder based on learning, so the students have these