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数学概念具有抽象性这一学科特征,而这一学科特征是其操作的性质,幼儿阶段在认知数学概念的过程中,是无法直接通过文字信息来获知并理解的,他们必须经历必要的认知环节,比如幼儿在认知某一物体的时候,为了获知物体的基本数学特征或形状,他们必须对物体施加一定的动作,如:合并数量、按数取物、自然测量等等,过程中,孩子们经过反复的重复和变化,然后在脑海中构建起符合这一物体特征的数学概念,这一建构过程正顺应了瑞士心理学家皮
The concept of mathematics has abstract characteristics, and the characteristics of this discipline are the nature of its operation. In the process of cognitive mathematics, young children can not know and understand directly through textual information. They must go through the necessary recognition Known links, such as toddlers, in recognizing an object, in order to know the basic mathematical characteristics of objects or shape, they must impose certain actions on the object, such as: the number of merged, by the number of samples, natural measurements, etc., in the process After repeated repetition and change, the children construct mathematical concepts in line with the characteristics of this object. This construction process is in conformity with the Swiss psychologist’s skin