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PCK是学科教学知识或教学内容知识(Pedagogical Content Knowledge)的简称,它由美国学者舒尔曼最先提出.我国学者董涛研究得出,就数学来说,PCK是教学用的数学知识.除了传统数学知识,在数学教师的PCK结构中还含有5种要素:数学教学的统领性观念、内容组织的知识、学生理解的知识、效果反馈的知识和教学策略的知识. 相似文献
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谈学生数学语言表达能力的培养包头七中田淑婉所谓数学语言，就是数学里特定含义的词句、符号、式子、图形所表示的一种特殊的语言。培养学生的数学语言表达能力，是数学教学的重要任务之一。一、加强数学知识的教学只有理解了数学知识，才能正确地运用数学知识来表达有关... 相似文献
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张明岑 《教育前沿(综合版)》2006,(6)
在数学教学中,注重对数学知识的分析,挖掘隐含的相应的技能要素,并寻求与数学知识的结合点,进行有意识的强化训练,使学生在获得知识的同时,较好的形成相应的数学技能,并在促使学生将知识转化为能力的过程中培养学生的创新精神,那么怎样培养和加强学生的技能训练呢,多年来我在数学教学中对 相似文献
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《华夏少年(简快作文 )》2016,(8)
从建构主义理论、知识整合理论、默会知识理论对数学教学知识转化进行理论分析,提出了数学知识向数学教学知识转化的解释阶段、表征阶段与适应阶段等基本过程,并提出了数学知识向数学教学知识转化的促进建议,为提升数学教学效果提供参考。 相似文献
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数学教育教学的根本目的是提高学生的数学素养,数学知识技能是数学素养的基础要素,加强数学知识技能的研究与教学至关重要.为了让学生掌握扎实的数学基础知识并形成相应的数学技能,完成《义务教育数学课程标准(2011年版)》界定的课程内容的学习,教师应下大力气研读课标,正确全面的理解、把握数学知识技能.加强知识技能数学的根本途径是实施"过程教育",让学生在经历各种各样的"过程"中,达到掌握数学基础知识,形成数学技能的目的. 相似文献
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数学知识本身有着严密的逻辑性.遵循这一特点,教师有必要将数学知识形成一个联系紧密、纵横交错的知识网络.本文以苏科版七年级上有理数章节内容为例,结合新课程标准,解读有理数章节的数学结构和教学方案. 相似文献
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数学课堂由于数学知识的特殊性而常出现操作性教学,这种教学最大危害在于把人当作为机械,学数学就是操作数学,知识的意义及其人文意义丧失殆尽,课堂生活是一种缺乏意义的课堂生活．操作性教学可以从数学（教学内容）和数学教学行为（教师）两个角度得到分析．数学教学首先是数学知识的教学。知识是以符号为载体,教数学知识就要揭示其数学意义,更进一步,要与学生的经验结合起来,这就要求数学课堂体现人文关怀． 相似文献
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The Knowledge in Pieces (KiP) framework offers a powerful perspective to understand the dynamic nature of knowledge and knowledge development. However, there is still much we do not know about the mechanisms underlying the moment-to-moment knowledge construction process. The purpose of this study was to explore the ways in which contextual knowledge elements support that process. According to KiP, a knowledge element, once activated, becomes part of the context that shapes the activation, configuration, and operation of other elements. Based on this assumption, we hypothesized that when the structural and operational characteristics of these contextual knowledge elements are compatible with those of the target concept, the contextual knowledge elements can support the knowledge construction process. This hypothesis was investigated in the domain of recursion, a fundamental but challenging programming concept. Sixty undergraduate computer science students completed four recursion evaluation tasks with varying likelihood to induce compatible contextual elements. Results showed that students performed better on high-compatibility tasks than on low-compatibility tasks at both the group level and individual level. Further qualitative analysis identified the knowledge elements involved and elaborated and refined the explanatory model for the contextual support effect. 相似文献
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Theory and practice of teaching for transfer 总被引：1，自引：0，他引：1
Earl C. Butterfield Gregory D. Nelson 《Educational technology research and development : ETR & D》1989,37(3):5-38
Transfer of teaching is central to education. In this article, the evolution of the sole viable theory of transfer—the theory of common elements—is traced from its mentalistic beginnings, through the behaviorist view of elements as stimuli and responses related by the mechanism of conditioning, to the contemporary view of elements as mental representations, knowledge, and strategies operated on by cognitive mechanisms including automatization, inferential reasoning, and metacognitive monitoring. Second, the cognitive theory of elements and mechanisms is used to answer three educationally crucial questions: (1) How do students select, from all they have learned, particular knowledge and skills for use in new situations? (2) What determines the utility of the knowledge and skills selected? (3) When selected knowledge and skills are not useful, what determines whether and how learners cope? Third, the authors identify what they view as needed refinements in experimental methods of studying transfer, in the theory of common elements, in basic and applied research, and in the uses of technology in education. 相似文献
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新课程下高考化学试题内容、结构及能力要素的初步研究 总被引：3，自引：0，他引：3
本文探讨了实施新课程标准后高考化学科的考试范围和内容、试题的构造技术及能力要素。试题选材构造技术包括价值取向、学术领域、知识视野、社会背景、教育功能和导向功能等多维要素,能力要素包括一二级能力指标,一级指标包括"知识了解"、"知识理解"、"规则运用"、"问题探究"等,在具体命题时还应考虑主体内容的"能力亚层"、"题干特征"、"答案特征"三方面的要素。 相似文献
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教书育人是每个教育工作者一生追求的最高目标,传道授业解惑,传道在先,即做人最重要。数学课程中如何融入课程思政元素,是数学老师既想做又难做且怕做不好的事情。在对高职学生讲授高等数学课程中,注重辩证思维,合理利用案例式教学,将知识传授与价值引领相结合,将课程思政贯穿整个课堂的教学活动,能有效地增强课程的说服力、吸引力、感染力,提高课程思政元素在高等数学课程教学的实用性,深化了知识点,发挥了育人的功能。 相似文献
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罗旋 《内江师范学院学报》2012,27(2):70-72
结合数学学习理论研究杨辉的《习算纲目》,其中蕴含着诸多学习论要素,主要有以下四个方面：通过用法与例题的相互作用实现知识的迁移;通过精细加工实现对知识的长久记忆;通过对逆运算的理解实现对思维的训练;通过鼓励学习者的自主建构实现数学知识的合理发展.此外,这些学习论要素与《习算纲目》中包含的教学论和课程论要素相结合,从而能够丰富对杨辉数学教育思想的理解. 相似文献
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高效的阅读能力是学生英语综合应用能力的重要组成部分,而且是发展其他语言技能的基础。阅读效率除了受语言因素的制约外,还受到背景知识、阅读心理、阅读习惯等诸多非语言因素的重要影响。只有在注重语言知识教学的同时,关注这些非语言因素,才能有效地提高学生的阅读理解能力。 相似文献
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This article explores 11- to 16-year-old students' explanations for phenomena commonly studied in school chemistry from an inclusive cognitive resources or knowledge-in-pieces perspective that considers that student utterances may reflect the activation of knowledge elements at a range of levels of explicitness. We report 5 themes in student explanations that we consider to derive from implicit knowledge elements activated in cognition. Student thinking in chemistry has commonly been examined from a misconceptions or alternative conceptions/frameworks perspective, in which the focus has been on the status of learners' explicit conceptions. This approach has been valuable, but it fails to explain the origins or nature of the full range of alternative ideas reported. In physics education, the cognitive resources perspective has led to work to characterize implicit knowledge elements—described as phenomenological primitives (p-prims)—that provide learners with an intuitive sense of mechanism. School chemistry offers a complementary knowledge domain because of its focus on the nature of materials and its domination by theoretical models that explain observable phenomena in terms of emergent properties of complex ensembles of “quanticles” (molecules, ions, electrons, atoms, etc.) The themes reported in this study suggest a need to recognize primitive knowledge elements beyond those reported from physics education and suggest that some previously characterized p-prims may be better considered to derive from more broadly applicable intuitive knowledge elements. 相似文献
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我国传统教学模式忽略了知识体系本身存在综合性和情境性问题,在知识建构过程中导致元素缺失,以致知识运用程度受到严重限制。课程项目化让学生直接从活动中领会知识,获取解决问题的思路,并构建具备个人特质的课程知识体系,能有效解决传统教学模式的弊端。在课程项目化中应注意项目主体、项目计划、项目活动选择和项目情境设置四个基本元素,应以此为基础形成包括启动、活动选择、规划、实施、控制和收尾为过程组的课程项目化构型。 相似文献