摘要
从算法化的视角对中学数学教学内容作深入的知识分析,可以沟通知识间的内在关联性,看到知识产生的内在合理性,增强知识的可接受性.这样一种知识分析法有助于教师获得对知识深层意义的理解,发展教育教学上的见解,为教师的专业发展提供底层的技术支持.
The analysis of knowledge of the middle school mathematics teaching content from the view of algorithm can acquire the inherent relationship between knowledge. Thus, we see the intrinsic rationality in the process of the generation of knowledge. This method can enhance the acceptability of knowledge. Such an approach can help teachers to gain an deep understanding of the meaning of the knowledge, and help teacher to develop of teaching ideas, which provide the underlying technical support for the professional development of teachers.
出处
《数学教育学报》
北大核心
2013年第2期11-14,36,共5页
Journal of Mathematics Education
基金
中国博士后科学基金——深入学科的信息技术支持下的数学学科教学知识(2011M50213)
中国博士后科学基金特别资助——信息技术推动数学历史文化走进数学课堂之研究(2012T50656)
国家自然科学基金——有条件限制的几何定理机器证明(60903023)
关键词
算法
算理
算法化
算理化
知识分析
algorithm
the principle of algorithm
the idea of algorithm
the idea of the principle of algorithm
analysis of knowledge
