| In this article the psychology mistake of the mathematics conception learning is analyzed and studied from the point of view of the psychology. On the base of the pedagogy and psychology , we have a sample survey to take apart the psychology mistakes of the conception learning and the different factors of it so as to put forward the relevant teaching improvement measures.First of all, based on the psychology definition, this thesis puts forward two basic modes of Conception Learning: Conception Form and Conception Assimilation. For instance, take how the conception of "rectangle" comes into being to explain how a conception is formed; take the conception of "Lineal Function" to explain the assimilation of conception. At last, take the study of " Variant Beeline" to make further explanation that the combination of Conception Form and Conception Assimilation always makes a conception.On the study of the theory of APOS, I believe that the students need mental construction to learn the conception of mathematics, which consists of the following four stages: action, process, object and scheme stage. Therefore, the mathematics conception is dual in process and object.Just because of the special features of the conception of mathematics, it' s easy to make mistakes in the learning of it. According to the viewpoint of Professor Zheng Yuxin, this thesis puts forward two kinds of mistakes : Process Mistakes and Rational Mistake. The mistakes made during the process of learning are called Process Mistakes while theRational Mistakes are caused through the cognize inertia and different orientations of learners.There are many factors to affect the conception of mathematics, this article makes an analysis according to the four factors: Knowledge, Thinking , Disturbing and Psychology Factor .Knowledge Factor is concerned with the structure of intrinsic congnition, the material and the experience of sensitivity. No matter from the form or assimilation of the conception, all the students should own some knowledge and experience that are concerned with Stimulation Mode. Under the situation set up by the teacher, the students can arouse some knowledge and experience of the intrinsic congnition structure, therefore they can understand new concepts.Thinking Factor is explained from the ages of the students, experience and intelligence, sensitivity, abstract generalization and language ability. Study shows that everyday life experience of the students can make an active or inactive effect in the conception mastering. If the students get inactive influence during the conception learning, they will have a sensitivity hindrance, so as to influence the generalization of the different properties of the matter, as well as the form of the mathematics conception.Fixed thoughts also make an inactive effect to the learning of the mathematics conception. Let' s take Real Number and Complex Number as an example to make it clear.I also find that the study of the mathematics conception may beinfluenced differently by the blood type, attribution type. On the base of the research above, the relevant teaching improvement measures are proposed.During the teaching, necessary practicality should be provided, as well as examples and models to enrich the sensitivity experience of thestudents. When the conception is introduced, the Form Process should be shown as much as possible. According to the congnition ability, scientific and fine mathematics language should be used to explain the conception. The students are asked to express the conception so the teacher can check if the conception in their mind is consistent with the conception definition. What' s more the teacher should give proper positive and negative examples. On the base of the congnition structure of the students, new contradiction appears to stimulate the students to learn with much more interest and strong learning motive. In addition, the teacher should encourage the students of different blood types to cooperate well. But the severe attitude to the mis...
|
PDF Full Text Request