| 数学课程内容的抽象性及其隐喻思维分析 |
| |
| 引用本文： | 郜舒竹,于桓.数学课程内容的抽象性及其隐喻思维分析[J].课程.教材.教法,2022,42(1):98-103. |
| |
| 作者姓名： | 郜舒竹 于桓 |
| |
| 作者单位： | 首都师范大学初等教育学院,北京100048;首都师范大学教育学院，北京100048 |
| |
| 摘 要： | 数学课程内容具有抽象性是普遍的共识。通过数与单位以及单位化眼光的案例分析,得到抽象性在数学课程与教学中表现为主观的差异性。利用具身认知理论对学生生成以及加法交换律的分析,得到隐喻思维有益于对抽象内容的理解和意义的丰富。进一步得到数学教学中的两点启示:一是将隐喻思维融入学习,有益于抽象内容意义的理解与丰富;二是面对异样生成和错误应当采取接纳的态度,并使之成为教学资源。
|
| 关 键 词： | 数学课程内容 抽象 具身认知 隐喻思维 |
A Case Study of Abstractness of Mathematics Curriculum Content and Its Metaphorical Thinking |
| |
| Gao Shuzhu,Yu Huan.A Case Study of Abstractness of Mathematics Curriculum Content and Its Metaphorical Thinking[J].Curriculum; Teaching Material and Method,2022,42(1):98-103. |
| |
| Authors: | Gao Shuzhu Yu Huan |
| |
| Institution: | (College of Elementary Education,Capital Normal University,Beijing 100048,China;College of Education,Capital Normal University,Beijing 100048,China) |
| |
| Abstract: | There is a general consensus that mathematics curriculum content is abstract in nature.A case study of number and units and unitary vision yields that abstractness manifests itself as subjective variability in mathematics curriculum and instruction.Through embodied cognition theory for student generation as well as analysis of addition exchange laws,it is concluded that metaphorical thinking is beneficial for understanding abstract content and enriching its meaning.This leads us to two further insights in mathematics instruction.The first is that incorporating metaphorical thinking into learning is beneficial for understanding abstract content and enriching its meaning;the second is that an accepting attitude should be adopted in the face of dissimilarity and errors,and they should be used as teaching resources. |
| |
| Keywords: | mathematics curriculum content abstract embodied cognition metaphorical thinking |
| 本文献已被 维普 万方数据 等数据库收录！ |
|
