抽象思维的局限性及教学对策（Limitations of abstract thinking and teaching strategies）.docVIP

抽象思维的局限性及教学对策（Limitations of abstract thinking and teaching strategies） Limitations of abstract thinking and teaching strategies Department of mathematics, Yichun Teachers College, Guo Senming We discard the other features of the objective object, and take out its spatial form and quantity relation to study it. Then we get the abstract form of mathematics, which is the abstraction of mathematics. High abstraction is one of the characteristics of mathematics. In view of the age characteristics, junior high school students thinking characteristics and cognitive structure, their abstract thinking has certain limitations, which requires teachers should take appropriate measures to improve teaching quality. The following combines the content of compulsory education textbooks to talk about this aspect. 1. rely on specific material Junior high school students understanding of mathematical concepts and the acceptance of some abstract conclusions often need to proceed from specific examples and show their dependence on specific materials. Mathematics, though abstract, has a wide range of concreteness. In teaching, teachers can rely on very specific material as a model, a sufficient number of examples, or let the students themselves through observation, experiment, practical quality, painting, doing, then summarizes the conclusions or conjecture. Compulsory education textbooks attach great importance to the teaching role of examples. For example, by listing the temperature and altitude, the water level of the reservoir, the object movement, such as the size and weight of the goods in multiple instances, students on the opposite meaning is based on perception, the concept was introduced into positive and negative. In so doing, students are receptive and easy to accept, and, by contrast with fractional operations, let students understand and master fractional operations. Piaget said, the disadvantages of traditional mathematics are that they tend to explain verbally rather than