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Cognitive structure of mathematics and mathematics learning and mathematics teaching junior high school


Rely on teachers to teach,[link widoczny dla zalogowanych], then the potential impact of the internalization Construction: If the students memorize the new mathematics knowledge is only mechanically, in the form to \This new knowledge is memorizing mathematical methods of mathematical knowledge is not only apt to cause indigestion. And can not promote the existing level of cognitive structure in the new extension of the restructuring. 5, the mathematical structure of cognitive structure with another theory of cognitive development. Cognitive structure of students in their understanding of the development process of new knowledge. With the assimilation process and adapt to constantly re-structure. Level in the new cognitive structure of the original extension of the restructuring from the new system. Only students actively and consciously cognitive activities. Existing cognitive structure activation in the brain. Logical significance of the new knowledge and cognitive structure of knowledge about the interaction between the old (assimilation or adapt). Can be achieved, including of the Restructuring. Third, the general process of mathematics learning process of mathematics learning is a new original content and student learning mathematical cognitive structure interaction. The formation of new cognitive structure of the process. It can be divided into the input stage, the interaction stage, the operation stage and output stage IV cognitive structure of mathematics and mathematical learning theory Junior High School Mathematics Teaching of Mathematics is the task of teaching students to promote the continuous development of cognitive structure of mathematics, updating and perfect. Thus the theory of teaching middle school mathematics as inspiration: l, examine and learn about student learning>-j new knowledge and the knowledge base necessary for understanding the mathematical theory. The original structure of mathematical knowledge of students is the basis for learning mathematics. Therefore, it requires middle school mathematics teachers in guiding students to learn new mathematical content before,[link widoczny dla zalogowanych], not only to grasp the psychological characteristics of middle school students. But also to the original understanding of mathematical cognitive structures of students and check students knowledge ready. To see whether their cognitive structures in learning new knowledge with old knowledge required. If you do not have to go ahead and take the necessary measures to supplement, and then guide them to learn new knowledge. So that teachers can create better living close to the students, help students to observe the thinking, analysis and abstraction to identify the mathematical teaching situation. To enable students to successfully assimilate and adapt to new mathematical knowledge. 2, guide the students to understand the relationship between the old and new knowledge and new learning of the mathematical knowledge of students enter the brain later. Mathematical cognitive structure must interact with the original. In the interaction process. New mathematical knowledge learning mathematical cognitive structure of the original contingent of conflict, in order to solve this problem, the need for mathematics teachers to guide students to analyze, compare the essential difference between old and new knowledge and contacts. In particular, both similar to and easily confused with those old and new knowledge. New knowledge to help students eliminate the interference of the knowledge generated by the old doubts. Through this process. Old and new knowledge, students understand and grasp a deeper understanding of the students cognitive structure of mathematics can be developed and improved. 3,[link widoczny dla zalogowanych], carefully selected to guide students about exercise and cognitive structure in time mathematical summary of an open, dynamic and development system; mathematical learning in mathematics and the cognitive structure of the organization process of reorganizing the one hand, exercise is a timely consolidation of the students have learned assimilation of new knowledge and adapt to a test, the students of their own cognitive activities mathematics self-awareness and experience. Feedback from the belief that you can receive timely evaluation and adjustment. At the same time. The consolidation exercise is based on the available knowledge and basic skills in the process. On the other hand, sum up what they learn is the \It enables the knowledge learned and reflected in mathematical thinking,[link widoczny dla zalogowanych], mathematical thinking and systematic. This requires purposeful attention to mathematics teachers on the one hand, there are options to arrange some representative, classic, there is a certain level of thinking and conduct exercises Jingjiang. The other hand, attention should be paid to guide students to sum up, to guide the students to sum up the implementation and penetration into the normal teaching. Thus continue to improve and optimize the structure of the students on the basis of mathematical knowledge to improve teaching quality. In short. Cognitive structure of students mathematical optimization and development. Are in the process of learning mathematics. Rely on existing cognitive structure constant assimilation of new knowledge and adapt. There is no doubt. Mathematical theory of cognitive structure of modern mathematics teaching has important significance. But how to effectively apply this theory to the practice of mathematics teaching junior high school. Also requires that the mathematical experts,[link widoczny dla zalogowanych], scholars and teachers of further exploration.
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