皮亚杰认知发展理论对小学数学教学的启示
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摘要
义务教育数学课程标准(2011年版)》中强调,要面向全体学生,适应学生的个性发展,让不同的学生在数学方面得到不同的发展。然而,数学学习困难、厌倦数学是很多小学生普遍存在的现象。本文基于皮亚杰认知发展理论,将课程目标与认知能力作比较后得出,两者的差距集中在"最近发展区",个体需要通过外来参与者的帮助消除这个差距。鉴于此,得到了鼓励儿童自发性学习;以游戏活动为载体,创造情景化的课程;开展小组合作学习方式;增强同一性训练和变式训练等启示,旨在对小学数学教学提供一些可行性的建议,从而提高教学效率。
"The basic concept of compulsory education mathematics curriculum standard (2011 edition)" emphasizes that it should face all students, adapt to the development of students' personality,everyone gets good mathematics, and different people get different development in mathematics. However, math learning difficulties, tired of mathematics is a common phenomenon in many primary school students. Based on Piaget's theory of cognitive development,this paper compares the curriculum objective and cognitive ability,and holds that the gap between them is the "zone of proximal development". Individuals need the help of outside participants to close the gap. In view of this, the author puts forward the children's spontaneous learning; Take the game activity as the carrier, creates the situational curriculum; Carry out group cooperative learning; the purpose of this paper is to provide some feasible suggestions for primary school mathematics teaching and improve the teaching efficiency.
"The basic concept of compulsory education mathematics curriculum standard (2011 edition)" emphasizes that it should face all students, adapt to the development of students' personality,everyone gets good mathematics, and different people get different development in mathematics. However, math learning difficulties, tired of mathematics is a common phenomenon in many primary school students. Based on Piaget's theory of cognitive development,this paper compares the curriculum objective and cognitive ability,and holds that the gap between them is the "zone of proximal development". Individuals need the help of outside participants to close the gap. In view of this, the author puts forward the children's spontaneous learning; Take the game activity as the carrier, creates the situational curriculum; Carry out group cooperative learning; the purpose of this paper is to provide some feasible suggestions for primary school mathematics teaching and improve the teaching efficiency.
引文
[1]王至元,陈晓希.经验、理论与实践---皮亚杰发生认识论介绍之五[J].国内哲学动态,1983(08):31.[2][7]单中慧.西方教育思想史[M].北京:教育科学出版社,2007:606-604,601.[3][6][8][12]谢弗.发展心理学---儿童与青少年[M].邹泓等译.北京:中国轻工业出版社,2013:259,243,240,247.[4]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012,1.[5]加洛蒂.认知心理学[M].吴国宏等译.西安:陕西师范大学出版社,2005:326.[9]郭学锐.给数学来点游戏精神[J].人民教育,2016(06):61.[10]张祖润.小学数学“综合与实践”有效性的实践与思考[J].中小学教师培训,2016(10):58.[11]张春莉.数学课中小组合作学习的若干问题研究[J].教育理论与实践,2002(01):53.[13]陈立强,曹建华.关于发生认识论对数学教学影响的认识和思考---由《发生认识论》《发生认识论原理》想到的[J].科学教育,2002(04):1-2.
[3][6][8][12]谢弗.发展心理学——儿童与青少年[M].邹泓等译.北京:中国轻工业出版社,2013:259,243,240,247.
[4]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012,1.
[5]加洛蒂.认知心理学[M].吴国宏等译.西安:陕西师范大学出版社,2005:326.
[9]郭学锐.给数学来点游戏精神[J].人民教育,2016(06):61.
[10]张祖润.小学数学“综合与实践”有效性的实践与思考[J].中小学教师培训,2016(10):58.
[11]张春莉.数学课中小组合作学习的若干问题研究[J].教育理论与实践,2002(01):53.
[13]陈立强,曹建华.关于发生认识论对数学教学影响的认识和思考——由《发生认识论》《发生认识论原理》想到的[J].科学教育,2002(04):1-2.
[3][6][8][12]谢弗.发展心理学——儿童与青少年[M].邹泓等译.北京:中国轻工业出版社,2013:259,243,240,247.
[4]中华人民共和国教育部.义务教育数学课程标准(2011年版)[M].北京:北京师范大学出版社,2012,1.
[5]加洛蒂.认知心理学[M].吴国宏等译.西安:陕西师范大学出版社,2005:326.
[9]郭学锐.给数学来点游戏精神[J].人民教育,2016(06):61.
[10]张祖润.小学数学“综合与实践”有效性的实践与思考[J].中小学教师培训,2016(10):58.
[11]张春莉.数学课中小组合作学习的若干问题研究[J].教育理论与实践,2002(01):53.
[13]陈立强,曹建华.关于发生认识论对数学教学影响的认识和思考——由《发生认识论》《发生认识论原理》想到的[J].科学教育,2002(04):1-2.