理解性數(shù)學(xué)教學(xué)論.pdf

1、南京師范大學(xué)博士學(xué)位論文理解性數(shù)學(xué)教學(xué)論姓名：鐘志華申請(qǐng)學(xué)位級(jí)別：博士專業(yè)：數(shù)學(xué)課程與教學(xué)論指導(dǎo)教師：單墫涂榮豹20070509AbstractTheunderstandingmathematicsteachingisonekindofteachingwhosegoalistopromotetheknowertounderstandmathematicsfullyFromtheunderstandingobjectionitneedst

2、oexcavatetheintrinsicsignificanceoftheunderstandingobjectdiligently；butfromthemainbodyforcomprehension，inordertoestablishtherelationbetweentheknowledgeandconsummatethecognitivestructurethatisinknower’5brain；Mathematicsco

3、mprehensionmaybedividedintosixlevels：thesensmion，theimage，theconnection，theinference，themethod，thethought；Thecharacteristicsofmathematicscomprehensionaretheindividualdifference，thehierarchicalandthecycleofoperations；Thef

4、undamentalprocessofmathematicscomprehensionis“deconstruction”and“construction”：Theintrinsicmechanismofmathematicscomprehensionisthecirculationofmathematicallanguage，mathematicalreflectionandmathematicscomprehension；Thesu

5、premegoodofmathematicscomprehensionistheunderstandingofmathematicsideaandmethodFromthepresentsituationofmathematicscomprehensionthereusuallyarefourtypes：thememorialcomprehensiontheoperationalcomprehension，theintuitivecom

6、prehensionandtheanalyticalcomprehensionbutthemostmaintypeaboutmathematicscomprehensionistheunionoftheproblemsolvingmemoryandcomprehension(theunionoftheoperationalcomprehensionandthememorialcomprehension)Ingeneral，student

7、‘SmathematicscomprehensionisinthelowerlevelinOurcountryThereafethecomprehensiondisabilitiesThereasonsforthecomprehensiondisabilitiesaremultiple，鵝follows，theimproperknowledgecontactswaytheimpropermethodutilizes，theimprope

8、rrepresentationmethod，eventhebedmannersandSOonIfyouwantteducestudentscomprehensiondisabilitiesandpromotestudent’Smathematicscomprehensionthat，fromthreedimensionsasfollowslongitudinal，crosswiseandtheprocess，youneedtofollo

9、wthreefundamentalprinciplesasfollowsperception，richandcirculativeinmathematicsteaching；Thefundamentalstrategiestoimplementthesethreeprinciplesmainlyaretherecurrencestrategy，multirepresentationstrategyandthemetaeognitivep

10、roblempresenteds訂ategyandSOonPromotingstudent’Smathematicscomprehensionrelatescloselywiththeevaluationaboutstudents’understandinglevelFromthreedimensionsasfollowslongitudinal，crosswiseandtheprocess，thereareseparatelytheC

11、ILDWImethodforclassifyingtheconceptmapmethodforevaluatingandexternallanguagemethodforevaluatingandsoOILKeywords：understandingmathematicsteaching；‘deconstructioncoastruction；CILDWImethodforclassifying；circulation；recurren