高中生有关数列极限迷思概念的探查及其转变研究课程与教学论专业论文.docxVIP

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、 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 AbstractCalculus Abstract Calculus is the landmark invention in the history of mathematics．As a powerful tool，calculus is irreplaceable not only to modern engineering technology,but also to intbm．1mion technology and scientific research．The limit of a number sequence is the basic concepts of calculus It links Llp the finite and the infinite，the constants and variables．It makes up the deficiency in the theoretical basis of calculus．However， due to the abstraction of the concept，it makes students have difficulties in learning and result to some misunderstanding in the concept of the limit of a number sequence for many students．Ideas that are not the same as scientists are called misconceptions Misconceptions are extentive and obstinate．They would hinder students’comprehension of the right conception．Therefore，students’misconceptions should be fully understanded in mathematical teaching，and design teaching strategies to promote transformation of misconception．It become the key to improve mathematical teaching strategies．Therefore，teachers need to adopt some of the methods and mcans probing misconceptions students may exist．Two—Tier Diagnostic Assessment as one of the current mainstream misconceptions diagnostic method has been widely used in domestic and foreign study in some subject such as physics and chemistry,but it is rarely used in mathmatics．This study attempts to use Two—Tier Diagnostic Assessment for e develope diagnostic tool TDLSM，which is used to explore students’misconceptions after learning limit chapters in sch001．After analyze the causes of these misconceptions，we fulfill following four asepects First，based on collecting