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构建主义理论认为:学习数学是主体对数学知识的认识过程,它不应是一个被动的吸收过程,而应是一个主体主动的建构过程;这个建构过程依赖于知识主体已有的知识结构,因此,必须具有个体的特殊性。同时,数学知识的建构主要是一个“顺应”的过程;主体的建构活动必然要受到外部环境的制约和影响,固然它是一个社会建构。从数学教育的角度看,它强调数学观的根本性变革,即由静态的、绝对主义的数学观,向动态的、经验的和拟经验主义的数学观转变。
Constructivism holds that learning mathematics is the process of recognizing mathematical knowledge by the subject, and it should not be a passive process of absorption, but should be a process of active construction of the subject. This process of construction depends on the existing knowledge structure of the subject of knowledge. Therefore, , Must have the individual’s particularity. At the same time, the construction of mathematical knowledge is mainly a “conform ” process; the subject’s construction activity must be subject to the external environment constraints and influence, of course, it is a social construction. From the perspective of mathematical education, it emphasizes the fundamental transformation of mathematical view, that is, from the static and absolutist mathematical view to the dynamic, empirical and empirical empiricism.