| 数学活动的过程知识与教学改革 |
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| 引用本文： | 宁连华. 数学活动的过程知识与教学改革[J]. 辽宁师范大学学报(自然科学版), 2006, 29(4): 508-510 |
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| 作者姓名： | 宁连华 |
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| 作者单位： | 南京师范大学,数学与计算机科学学院,江苏,南京,210097 |
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| 基金项目： | 江苏省教育科学规划课题（滚D-2005-01-20）. |
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| 摘 要： | 就当今数学课堂教学而言。过程教学异化为结果教学的现象相当普遍，其主要原因之一是在过程教学的理念下，仍以获取结果知识为最终目的而设计教学．从数学活动的动态特征来看，“过程知识”是普遍存在的，它与提高学生的数学素养、培养学生的创新能力密切相关．因此．以获取过程知识为目的而设计教学应作为数学教学改革的重要取向之一．
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| 关 键 词： | 数学活动 过程知识 结果知识 教学改革 |
| 文章编号： | 1000-1735(2006)04-0508-03 |
| 收稿时间： | 2006-05-10 |
| 修稿时间： | 2006-05-10 |
Process Knowledge of Mathematical Activity and Teaching Reform |
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| NING Lian-hua. Process Knowledge of Mathematical Activity and Teaching Reform[J]. Journal of Liaoning Normal University(Natural Science Edition), 2006, 29(4): 508-510 |
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| Authors: | NING Lian-hua |
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| Affiliation: | Department of Mathematics, Nanjing Normal University, Nanjing 210097, China |
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| Abstract: | In the mathematical teaching and learning for the time being,the phenomena that the process teaching is changed into the result teaching are rather common.One of the primary reasons is that the object of teaching design is to acquire the result knowledge.The process knowledge,which is universal,has close connection to the students'mathematical capacity and initiative.Therefore,an aim of the reform in the mathematical teaching should be to acquire the process knowledge. |
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| Keywords: | mathematical activity process knowledge result knowledge teaching reform |
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