| 数学理解的层次 |
| |
| 引用本文： | 向先应.数学理解的层次[J].宿州学院学报,2007,22(5):97-99,112. |
| |
| 作者姓名： | 向先应 |
| |
| 作者单位： | 重庆师范大学数学系,重庆,400047 |
| |
| 摘 要： | 数学理解作为特定的认知活动是具有层次性的,可分为前理解(pre-understanding)、误解(misunderstanding)、不充分理解(part-understanding)、理解(understanding)、后理解(post-understanding)五个层次。这五个层次的区分有利于教师加深对学生理解程度的认识,并采取积极措施防止坏的理解,促成好的理解。
|
| 关 键 词： | 数学理解 图式 层次 |
| 文章编号： | 1673-2006(2007)05-0097-03 |
| 修稿时间： | 2006年3月30日 |
The Level of Understanding of Mathematics |
| |
| XIANG Xianying.The Level of Understanding of Mathematics[J].Journal of Shuzhou College,2007,22(5):97-99,112. |
| |
| Authors: | XIANG Xianying |
| |
| Abstract: | Mathematics is understood as a specific level of cognitive activity,can be divided into pre-understanding.misunderstanding.partunderdstanding,nnderstanding.post-understanding five levels.This distinction has five levels to help teachers to better understand the extent of students,And to take active measures to prevent bad understanding,promte better understanding. |
| |
| Keywords: | Mathematical understanding Schema Level |
| 本文献已被 CNKI 维普 万方数据 等数据库收录！ |
|
