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现代的一项研究认为数学是拟经验的,它与人的主动建构以及社会的建构有关。本文探讨这一理论在数学教学中的应用。1.建构主义(1)建构主义学习理论。皮亚杰认为,知识既不是客观的,也不是主观的,而是个体在与环境相互作用的过程中逐渐建构的结果。相应的,认识既不起源于主体,也不起于客体,而是起源于主客体之间的相互作用。认知个体(儿童)是通过“同化”与“顺应”这两种形式来达到与周围环境的平衡。当个体能用原有认知结构(图式)去同化新信息时,是处于一种平衡
A modern study believes that mathematics is quasi-experienced. It is related to the active construction of people and the construction of society. This article explores the application of this theory in mathematics teaching. 1. Constructivism (1) Constructivist learning theory. Piaget believes that knowledge is neither objective nor subjective, but is the result of the gradual construction of the individual’s interaction with the environment. Correspondingly, knowledge does not originate from the subject nor the object, but originates from the interaction between the subject and the object. Cognitive individuals (children) achieve balance with the surrounding environment through the two forms of “assimilation” and “compliance.” When individuals can use the original cognitive structure (schema) to assimilate new information, it is in a balance.