高等数学模式建构的教学策略研究与实践

高等数学是关于模式的科学,高等数学模式论的教学观更加关注模式的建立与理解,强调探究建构、信息加工建构、有意义接受建构三种教学策略。探究建构是教师针对高等数学模式,通过引导学生主动发现与确定问题、提出猜想、设计方案、收集证据、分析证据并得出结论等活动,使学生既获得对高等数学模式本质、规律的认识又体验到高等数学知识探究过程的一种教学策略;信息加工建构是指按照信息加工的基本过程——注意刺激、刺激编码、信息的贮存与提取——来设计高等数学模式教学过程,使学生在体验信息加工的过程中获得对高等数学模式意义理解的一种教学策略;有意义接受建构,是指教师通过讲解或启发诱导,使学生建立起以定论形式呈现的高等数学新知识与原有高等数学知识的联系,从而理解新知识意义的一种教学策略。

Study and Practice: Teaching Strategy on Model Construction of Higher Mathematics

Higher mathematics is a science of mode. The view on teaching of higher mathematics model, which is concerned with establishing and understanding patterns emphizes the three teaching strategies： inquiry constructing, information processing constructing and meaningful acceptance constructing. Inquiry constructing is a teaching strategy, in view of the higher mathematical models, the teachers instruct their students to take the initiative to find and identify problems, propose conjecture, design programs, collect evidence, analyze evidence and draw conclusions so that students not only gain the essence of higher mathematics models and understanding of the law but also experience the process of exploring knowledge of higher mathematics. I nformation-processing constructing is a teaching strategy, the process of teaching higher mathematical models is designed according to the basic process of information-processing construction-paying attention to that stimulus, coding, storing the information and retrieving the information-to enable students to obtain the meaning of mathematical models in the process of experiencing information-processing. Meaningful acceptance constructing is a teaching strategy, by explanation and enlightenment, the teachers enable students to establish the conclusive form of new knowledge of higher mathematics that is connected with the original knowledge of higher mathematics, thus understand the meaning of new knowledge.