The Concept Teaching In Mathematics Under The Guidance Of Constructive Theory

The goal of mathematic education is not only to enable the educatees to master certain mathematic knowledge,but also to make them master the ability of gaining mathematic knowledge and other ones,to train them with scientific spirit,attitude, thought and proper concept of value.How to breakthrough the traditional methematic teaching mode to maintain and develop its present advantage and influence,it's yet a prominent problem Chinese mathematic educationers encounter all the way.One of comparatively influential theories in ourdays mathematic teaching field is Constructivism,whose core concept is that learning is not a process in which the educatees receive the knowledge passively,but the actively constructing process based on the acculating knowledge and experience.While concept teaching is an important part of mathematic education,so teachers cannot ignore the generating process of concept to advance utilitarian activity.In order to help students learn well and firmly,we must employ creatively the teaching material according to the constructivism,optimize the desination of concept teaching,grasp the process of concept teaching,encourage students to achieve to understand the concept by exploying deeply.The theory system of constructivism not only involves such psychological view as epistemology and teleology,but also relates to teaching practice closely.Therefore,it's necessary for us to reveal mathematic learning and teaching discipline by researching deeply the inner thingking activity in the learning process,based on constructivism.Just considering this aim,this thesis focuses on discussing how to carry out mathematic concept teaching with the guidance of constructivism.The first part of the thesis analysizes the significance and effect of concept teaching under constructivism,according contemporary developing demands.The second part,original from two aspects:the present developing condition of constructivism and teaching view and problems in middle school's concept teaching, analysizes the present condition of mathematic concept teaching in the guidance of constructivism.The third part,exemplifying revolving aroud constructivism,firstly reveals the developing history and achievements of constructivism;then,through the explanation of knowledge,understanding of learning activity and aquaintance with learners these three aspects,analysizes the learning view of constructivism,as well as ananlysizes the teaching view of constructivism through teacher's role position,the re-recognition of of mathematic teaching process and teaching designation;lastly, critisizing from two aspects:epistemology and learning theory,points out that constructivism has become the academic background of reforming the traditional teaching,producing important influence to reforming traditional teaching method. The forth part,carries out the general narration of mathematic concept from two aspects,one of which is tointroduce the generating process and knowledge constructure of mathematic definition.The fifth prat carries out overall the analysis about concept teaching in senior middle school:with the guidance of constructivism, we remew the recognition of concept teaching,as well as nanlysize the method and tactics of improving concept teaching by making use of constructivism.The following part 6,with the actual teaching case ,illustrates fully how to carry out mathematic concept teaching under the help of constructivism. The last part of this thesis proposes five distinguished problems and gives advice concerning executing concept teaching.