| 初中数学教学中分析学生认知的三个维度 |
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| 引用本文： | 顿继安.初中数学教学中分析学生认知的三个维度[J].北京教育学院学报(自然科学版),2015(2):37-40,64. |
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| 作者姓名： | 顿继安 |
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| 作者单位： | 北京教育学院教师教育数理学院,北京,100044 |
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| 摘 要： | 学情分析的核心是学生认知分析。对学生认知分析的分析需要包括三个维度的内容:认知基础、认知规律、认知需求。初中数学教师只有自觉对学生的认知从这三个维度上进行分析,才能在课堂上使得自己的教与学生的学的节奏一致起来,让学情分析真正服务于有效教学。
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| 关 键 词： | 初中数学 学情分析 认知基础 认知规律 认知需求 |
Analysis on Three Dimensions of Students’ Cognition in Mathematics Teaching |
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| Institution: | Dun Ji’an;Faculty of Education for Teachers of Science and Math, Beijing Institute of Education; |
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| Abstract: | The core issue in student analysis is students’ cognition analysis. Analysis on students’ cognition mainly includes three dimensions:cognitive basis, cognitive laws, and cognitive need. Only when mathematics teachers can consciously analyze students’ cognition from the three dimensions, can they make their teaching rhythm be consistent with students’ learning. In this way, students’ analysis will really serve for effective teaching. |
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| Keywords: | middle school mathematics student analysis cognitive basis cognitive laws cognitive need |
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