| 数学概念学习研究 |
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| 引用本文： | 卢蕊,束永祥.数学概念学习研究[J].镇江高专学报,2009,22(1):113-117,120. |
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| 作者姓名： | 卢蕊 束永祥 |
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| 作者单位： | 1. 镇江高等专科学校,科技与产业处,江苏镇江,212003
2. 镇江高等专科学校,教师教育系,江苏丹阳,212300 |
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| 摘 要： | 数学概念由于其高度抽象化和形式化而具有自身的特殊性，其学习的认知模式包括概念获得、概念在知觉水平上的应用、概念表征、概念在思维水平上的应用。在数学概念学习过程中，要整合现代教育技术的元素，合理利用概念“原型”，寻找方法，建立结构性概念，要巧用概念图，形成概念系。
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| 关 键 词： | 数学概念 概念学习 认知模式 |
A study of mathematic concept acquisition |
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| LU Rui,SHU Yong-xiang.A study of mathematic concept acquisition[J].Journal of Zhenjiang College,2009,22(1):113-117,120. |
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| Authors: | LU Rui SHU Yong-xiang |
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| Institution: | 1. Science and Technology Department, Zhenjiang College, Zhenjiang 212003, China; 2. Teacher＇s Training Department, Zhenjiang College, Danyang 212300, China) |
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| Abstract: | Being abstract and visual, mathematics concepts have their own distinctiveness. Cognition patterns in mathematic concept acquisition include obtainment of the concept, application of the concept on perceptive level, concept attribute and application of the concept on thinking level. In mathematic concept acquisition, it is reasonable to integrate modern educational techniques and use the prototype of the concept to find methods and establish structural concept. In addition, ingenious use of conceptual graphs is needed to form a concept system. |
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| Keywords: | mathematic concept acquisition of concept cognitive pattern |
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