初中数学概念教学中认知冲突的应用研究 -数学与应用数学专业

摘要

本研究聚焦于认知冲突理论在初中数学概念教学中的应用，旨在探讨如何通过创设认知冲突情境提升学生的概念理解与思维能力。研究基于建构主义学习理论，采用准实验设计与质性研究相结合的方法，选取某市两所初级中学的四个平行班级作为研究对象，其中实验组采用认知冲突教学策略，对照组沿用传统讲授法。研究过程中运用课堂观察、学生访谈、概念测试等多种数据收集手段，对教学效果进行系统评估。研究发现，认知冲突策略能有效激发学生的学习动机，促进其对数学概念的深度理解；实验组学生在概念掌握程度、问题解决能力及数学思维品质等方面均显著优于对照组。研究创新性地构建了基于认知冲突的初中数学概念教学模式，提出了“冲突诱发-认知失衡-意义建构-概念重构”的四阶段教学框架，为优化初中数学概念教学提供了新的思路与实践路径。研究结果表明，合理运用认知冲突策略不仅能提高学生的数学学习成效，还能培养其批判性思维和创新能力。这一发现对深化数学课程改革、提升课堂教学质量具有重要的理论与实践意义。

关键词：认知冲突理论；初中数学；概念教学

Application research of cognitive conflict in junior middle school mathematics concept teaching

Abstract

This study focuses on the application of cognitive conflict theory in junior middle school mathematics concept teaching, aiming to explore how to improve students' conceptual understanding and thinking ability by creating cognitive conflict situations. Based on the constructivism learning theory, this study combined quasi-experimental design with qualitative research, and selected four parallel classes from two junior middle schools in a city as the research ob jects. The experimental group adopted the cognitive conflict teaching strategy. It is found that cognitive conflict strategy can effectively stimulate students' learning motivation and promote their deep understanding of mathematical concepts. The students in the experimental group were significantly better than those in the control group in terms of concept mastery, problem solving ability and quality of mathematical thinking. The research innovatively constructs a junior middle school mathematics concept teaching model based on cognitive conflict, and proposes a four-stage teaching fr amework of "conflict induced - cognitive imbalance - meaning construction - concept reconstruction", which provides a new idea and practice path for optimizing junior middle school mathematics concept teaching. The results show that rational use of cognitive conflict strategy can not only improve students' mathematics learning effectiveness. This finding has important theoretical and practical significance for deepening the reform of mathematics curriculum and improving the quality of classroom teaching.

Keywords: Cognitive conflict theory; Junior high school mathematics; Concept teaching

摘要 I

Abstract II

目录 III

1 绪论 1

1.1 研究背景 1

1.2 研究意义 1

1.3 国内外认知冲突教学研究现状分析 2

2 初中数学概念教学中认知冲突的理论基础 3

2.1 认知冲突的心理学理论基础 3

2.2 建构主义视角下的数学概念学习 3

2.3 认知冲突与数学概念形成的关联机制 4