论中小学生的数学观   总被引：6，自引：0，他引：6  

刘儒德  陈红艳 《北京师范大学学报(社会科学版)》2004,(5):39-43

中小学生的数学观包括数学知识观、数学学习观和数学自我概念。它是通过学生自身数学实践活动经验、教师的教学目标和过程以及社会文化与学校文化传统三方面交互作用的过程形成的。它对学生的数学学习行为、学习策略、动机与情感都会产生重要影响 ,从而对良好数学学习成绩的获得有重要作用  相似文献   

Turkish elementary student teachers’ epistemological beliefs and moral reasoning     

Mustafa Sami Topcu 《欧洲师范教育杂志》2011,34(1):99-125

The purpose of the present study was to explore the relationships among Turkish elementary student teachers’ epistemological beliefs and moral reasoning, and to determine which types of epistemological beliefs elementary student teachers exhibit. The findings of the present study demonstrated that epistemological beliefs did not make a unique contribution to moral reasoning and student teachers’ epistemological beliefs developed as more or less independent beliefs. The factor analyses results suggest that multidimensional theory is more appropriate than unidimensional theory in explaining student teachers’ epistemological beliefs.  相似文献   

Translation and validation of the Epistemic Belief Inventory with Turkish pre-service teachers     

Aylin Cam  Yusuf Sulun  Gokhan Guven  Sertac Arabacioglu 《Educational Research and Evaluation》2013,19(5):441-458

The purpose of this study was to translate the original version of the Epistemic Belief Inventory developed by Schraw, Bendixen, and Dunkle (2002) for pre-service teachers in a Turkish context and validate its construct. Studies on the epistemological beliefs of Turkish students have been heretofore limited in number and have been largely conducted using adapted versions of the Schommer (1990) instrument. First, the original questionnaire was translated from English to Turkish and then was scrutinized by experts in language, content, measurement, and evaluation. Then, the revised questionnaire was administered to 166 Turkish pre-service teachers. The results of exploratory factor analyses suggested 3 epistemological belief dimensions – quick learning, innate ability, and certain knowledge. The results of the study further revealed support for multidimensional theories of epistemological beliefs among pre-service teachers. In order to verify the results of the present study, further examination of pre-service teachers' epistemological belief systems is necessary.  相似文献   

数学教师认识信念的一个理论框架与量表设计     

喻平 《数学教育学报》2013,(4)

数学教师的认识信念由数学认识信念、教学认识信念组成。数学认识信念指教师对数学本体的认识,包括二元绝对论、多元绝对论、分离性相对绝对论、联系性相对绝对论、相对可误论等5种观念。教学认识信念指教师对教学本质的认识,包括行为主义、认知主义、信息加工建构主义、个人建构主义、社会建构主义等5种观念。数学认识信念与教学认识信念相互交织形成数学教师特有的二维认识信念倾向系统。从对数学的真理性、价值性、客观性、结构性的不同认识,可以考量教师的数学认识信念倾向,从对教学目的、教学本质、教学方法、教学操作、学习本质、学生角色、学生学习能力、影响学习的因素的不同认识,可以考查教师的教学认识信念。将认识对象与认识倾向结合,组成一个测量数学教师教学认识信念的特殊量表。  相似文献   

在可能与不可能之间——关于可译性与不可译性的思考     

蔡龙权 《上海师范大学学报(哲学社会科学版)》2008,37(5):116-125

文章探讨翻译的可译与不可译性,属宏观理论研究。取称名、方法论、认识论和可译与不可译性的二元对立连续体等四个视角,文章考察了话语行为、交际过程、语境构成、知识跨度、认知层次、内容策略、对等标准,提出翻译世界综合体概念。用柏拉图和波普尔的认识世界考察翻译世界,作者认为翻译的理想标准对个案研究具有必然的普遍性价值。宏观认识让所有翻译都可能,因此可译。虽然翻译个案有自身困境,暂时不可译,在翻译研究和翻译实践的互动中会变得可译。  相似文献   

认识论资源的研究进路及其教学启示     

邓阳  刘莹  王后雄 《比较教育研究》2021,43(3):55-63

认识论资源是教学论研究日渐兴起的一个概念。21世纪以来,受认识论发展研究的低龄转向与社会转向的影响,相关研究更加关注个体认识论的内在发展机制,进而形成了"认识论资源"概念。在这一视角下,原始经验是认识论的组成材料,社会环境调控认识论的组成方式,认识论形态被视为局部连贯激活的认识论资源网络,认识论发展被视为调用与协调认识论资源。上述观点为教学提供了相关启示,一是重视教师指导下学生基于认识论实践建构知识的过程;二是凸显整合背景要素、认知要素和社会要素的教学情境;三是利用对话教学捕捉学生话语,并解构其认识论发展水平。  相似文献   

Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science,science learning strategies,and scientific epistemological views     

May Hung May Cheng  Zhi Hong Wan 《Studies in Science Education》2016,52(1):29-62

Chinese students’ excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found which systematically summarises the findings from the research on Chinese science learners and their science learning so as to explain the paradox. In this paper, a total of 25 empirical quantitative studies, whose sample sizes range from 132 to 8815, published between 1987 and 2014, are reviewed. Three aspects are explored: students’ science learning strategies, attitudes towards learning science and their scientific epistemological views. In addition to summarising the results reported in these studies, efforts are made to link them with the paradox of the Chinese learners, and to generate some hypotheses to resolve it. Finally, directions for further research are suggested.  相似文献   

The related effects of item characteristics in measures of epistemological beliefs     

Kathryn J. Pope  Gillian A. Mooney 《Africa Education Review》2016,13(2):1-16

Personal epistemology is concerned with people’s beliefs or assumptions about the nature of knowledge and knowing. Whilst contributions in this field can be traced back to the 1970s, fundamental questions about the ontology and epistemology of the construct still remain. The current study explored the effects of three characteristics of questions aimed at eliciting epistemological assumptions on our interpretations of an individual’s assumptions, namely the level of directness with which questions targeted assumptions, the domainspecificity of the question, and whether the questions were open or closed-ended. A paper-and-pencil measure was designed to manipulate these variables, and the interpretations made about the assumptions of 35 postgraduate Psychology students were compared. The results suggested that the characteristics do exert an influence and caution is raised regarding the validity of methodologies that are used in the study of personal epistemology.  相似文献   

提喻的认识论价值与感情意蕴     

曾庆茂 《江西师范大学学报(哲学社会科学版)》2005,38(1):110-114

提喻能从表面的视觉提高到深刻的洞察,提喻具有言近意远,知微见,举一反三的认识论价值,同时蕴涵感情宣泄的功能。作为一种极其普遍而又具有相当语言魅力的修辞形式,提喻应当得到清晰的梳理与缜密的分析,同时应当在语言教学的过程中,加深对提喻的认识与使用。以达到更加恰当贴切的语言修辞效果。  相似文献   

三万英尺高空的相对主义者——相对主义与科学的有效性可以共存吗？     

刘鹏 《科学技术与辩证法》2010,27(5):50-54

相对主义者必须要解决的一个难题是,如何保证相对主义与科学之有效性的共存。认识论的相对主义（如社会建构主义）主张将科学建立在社会基础之上,从而导致了相对主义与科学有效性的矛盾。“相对主义和科学的有效性”之争便是这一矛盾的直接体现。要解决这一问题,必须要做到以下三点：（1）用实践建构主义取代社会建构主义;（2）用本体论的相对主义取代认识论的相对主义;（3）用本体论化的科学取代作为认识论概念的科学。  相似文献