论文部分内容阅读
迁移是学习过程的一个重要方面,搞清迁移现象的实质及其规律,对于数学教学过程的过去,在有关迁移的文章里,都只是谈到了顺向迁移,而没有涉及迁移的另一方面——逆向迁移;在揭示迁移的规律时,也只是列举了一些迁移的现象,例如:“平面几何三线平行公理的知识对掌握空间三线平行公理起着促进作用”;“平面几何中两条不重合的直线只有平行和相交两种可能的位置关系,它常常干扰学生对立体几何中异面直线这种位置关系的掌握”等等,而对迁移的实质揭露不够。在提出如何促进正迁移,防止负迁移的措施时,乏缺理论的指导。本文着重以认知心理学的学习理论为依据,就逆向迁移的实质及其在数学教学中的规律作一点初步探讨。
Migration is an important aspect of the learning process. To understand the nature and laws of the phenomenon of migration, in the past of the mathematics teaching process, in the article on migration, we only talked about the migration in the forward direction and did not involve the other aspect of migration. —Inverse migration; When revealing the law of migration, it also just lists some migration phenomena. For example: “Knowledge of three-dimensional parallel axioms of plane geometry plays a role in promoting parallel axioms of three-dimensional space”; “Two misalignments in plane geometry. The straight line only has two possible positional relationships: parallel and intersecting. It often interferes with the students’ grasp of the positional relationship between lines in the three-dimensional geometry, etc., etc., and the disclosure of the essence of the migration is not enough. There is a lack of theoretical guidance on how to promote positive migration and prevent negative migration. This article focuses on the cognitive theory of cognitive psychology as the basis for a preliminary discussion on the essence of reverse migration and its laws in mathematics teaching.