高中生有关数列极限”迷思概念的探查及其转变研究.pdfVIP

略。 研究结果表明，高中牛在数列极限的描述性定义、数列趋近于极限的方式、 无限概念的理解、无穷等比数列各项的和的概念、数列极限的运算法则等方面都 存在迷思概念；学生的的这些迷思概念来源于以往的学习生活经验，不恰当的类 比、上位概念的缺乏、学科背景知识的不足、认识论障碍等；男女生在数列极限 概念的理解情形无显著的性别差异。 基于上述研究和当前教学实际，笔者认为，在数列极限概念教学的过程中合 理地运用数学史认知分析、概念图、认知冲突、比较教学和直观教学等教学策略， 能有效促进学生数列极限迷思概念的转变，提高数列极限概念的教学质量。 关键词：迷思概念；数列极限；二阶段诊断测验；概念转变 ll Abstract Calculusisthelandmarkinventioninthe ofmathematics．Asa history powerful is not tomodern alsoto tool，calculus irreplaceableonly engineeringtechnology,but intbm．1mion andscientificresearch．Thelimitofanumber isthe technology sequence basic ofcalculusItlinksthefiniteandthe constantsand concepts Llp infinite，the variables．Itmakesthe inthetheoreticalbasisof up deficiency calculus．However， duetothe the abstractionof makesstudentshavedifficultiesin concept，it learning andresulttosome inthe ofthelimitofanumber misunderstandingconcept sequence for students．Ideasthatarenotthesameasscientistsarecalled many misconceptions are extentiveand wouldhinder Misconceptions obstinate．They ofthe students’comprehensionright shouldbe understandedinmathematical fully teaching，anddesign teachingstrategies to transformationof becomethe to promote misconception．It key improve mathematical needto someofthe teachingstrategies．