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学生学习数学,实际上是学生通过教师的指导来建构自己的数学认知结构。但学生的认知结构是从教材的知识结构转化而来的,由于学生在学习过程中会发生偏差,所以教材中的知识结构并不一定是学生的认知结构。这就要求教师既要注意教学内容的系统性和逻辑性,又要遵循学生的认知结构来处理教材和重组课堂教学内容,设计合理的教学过程,引导学生完成学习的迁移。
Students learn mathematics, in fact, students through the guidance of teachers to construct their own mathematical cognitive structure. However, the cognitive structure of students is transformed from the knowledge structure of textbooks. Because students may deviate in their learning process, the structure of knowledge in textbooks is not necessarily the cognitive structure of students. This requires that teachers not only pay attention to the systematic and logical teaching content, but also follow the cognitive structure of students to deal with teaching materials and reorganization of classroom teaching, design a reasonable teaching process, and guide students to complete the relocation of learning.