函数概念理解和应用的课堂教学

数学概念的教学过程大致可以分为概念的引入、概念的理解和概念的应用三个阶段．笔者以函数概念的课堂教学为例,从概念的理解和概念的应用两个方面,对课堂教学给学生以清楚的概念的教学有所思考。     

优化初中数学概念教学“三部曲”

初中数学概念教学的最终目标在于帮助学生理解概念,并且掌握概念应用方法.具体而言,概念教学目标体现在引导学生对概念来源进行把握;帮助学生梳理各种概念之间的关系,把握相应的数学思想方法;引导学应用概念.因此,在组织开展初中概念教学活动的过程中,教师需要引导学生对概念来源展开分析,让学生形成对概念的初步认知,然后,组织学生概括抽象的数学概念,把握数学概念的基本特征,了解各要素之间的关系,掌握数学表达方法,强化对概念的认知;最后,指导学生应用数学概念,帮助学生建立完善的概念结构.     

浅论概念同化策略在数学教学中的应用

概念是思维的最基本单元,数学概念不仅是建立理论体系的基础,同时也是解决问题的前提.因此概念学习是数学基础知识和基本技能学习的核心.数学概念的学习主要有两种基本形式:概念形成和概念同化.概念形成主要依靠对具体事物的观察、抽象、概括获得概念.学生在学习用定义形式陈述的概念时,要主动与其认知结构中的有关概念相互联系,相互作用,并领会新概念的本质属性,从而获得概念,这叫概念同化.随着学生年级的升高和知识的积累,概念同化逐     

数学概念教学探究——以三角函数的概念为例

数学概念是知识结构化的关键,是学生数学学习的基础.美国著名数学教育家杜宾斯基创建了APOS学习理论,Morre提出了概念定义、概念表象和概念使用的概念理解模式.本研究以“三角函数的概念”为例,在APOS理论和概念理解模式的指导下设计了数学概念教学过程的四阶段——(1)创设活动情境,渗透表象和定义;(2)呈现探究过程,归纳概念特征;(3)建构对象整体,把握概念本质;(4)建立综合图式,形成概念网络.     

变式教学在概念课中的运用

一、追求多种背景变式揭示概念内涵 通常引入的概念情景往往是概念的一些特例,通过特例形成概念,可以使学生在感性材料的基础上获得对概念的初步认识,然后可以由感性逐步上升到理性.根据概念结构的＂原型说＂,这样的多种背景会在概念形成中起到关键性的作用.     

“多元微分学概念”的研究性教学尝试

针对多元微分学中概念多,并且概念之间的关系难以把握这一教学难题,采用研究性教学模式,通过具体例子对概念以及概念间的关系进行分析、证明与反思,从中了解概念本质,并建立这些概念间的正确关联.     

基石与支柱(续完)

四、从基本训练来看基本训练并不是单纯地孤立地去解一道习题,而是要弄清概念、掌握方法、克服难点、纠正错误。弄清概念弄清概念是学好数学理论的基础和前提条件,初中数学概念更具有它自身的一些特性。首先,概念具有本原性。初中数学概念一般都是最基本的概念,如数的概念、式的概念、方程的概念、函数的概念、图形的概念。这些概念是整个数学概念的基础,且首次出现于初中,因而它具有启蒙的特点。其次,概念具有持续性。一般地说,初中数     

单调概念格性质研究

概念格是知识表示和数据分析的重要工具,单调概念格是概念格的推广。本文就Deogun等提出的单调概念格进行了两方面的研究:一,指出Deogun等提出的单调概念格性质的错误并加以修正;二,证明单调概念格就是闭格,从而找到用拓扑闭包算子和拓扑交结构来表示单调概念格的两种格表示方法,并建立起单调概念格与有上界的拓扑交结构的范畴等价。本文所建立的单调概念格的拓扑表示方法将方便我们进一步研究单调概念格的构造算法、约简算法和实际应用,具有理论和实际的双重意义。     

指向数学核心素养的高中数学概念教学

构建指向核心素养的高中数学概念教学,首先要明晰数学概念的学习特征、学习过程、学习方式与学习要求,并在教学中做到:追根溯源,寻找概念的生长基点;分析比较,把握概念的本质特征;整体架构,形成概念的系统网络;实践应用,挖掘概念的教育价值.     

新课改背景下概念教学的实施策略研究

概念是构成数学结构的基础,具有发展数学思维、提炼数学思想方法等作用.概念教学既可作为“陈述性知识”,也可作为智慧与技能上的“程序性知识”实施教学.文章中从“注重关键词,理解概念;深入剖析,提炼概念;合作交流,建构概念;类比分析,体系化概念”四个方面对高中数学概念教学的策略展开分析.     

一种新的概念格增量维护算法

形式概念分析在数据分析以及机器学习领域得到了广泛的应用,作为核心数据结构的概念格的构造算法一直是形式概念分析领域的研究热点.根据概念外延的补集性质,给出并证明了概念的生成定理和超概念的生成定理,并以此为基础提出了一种新的概念格的增量维护算法,包括概念的生成和序关系建立算法,并给出了一个应用示例.     

Axiomatic characterizations of dual concept lattices

Formal concept analysis is an algebraic model based on a Galois connection. It is used for symbolic knowledge exploration from an elementary form of a formal context. This paper mainly presents a general framework for concept lattice in which axiomatic approaches are used. The relationship between concept lattice and dual concept lattice is first studied. Based on set-theoretic operators, generalized concept systems are established. And properties of them are examined. By using axiomatic approaches, a pair of dual concept lattices is characterized by different sets of axioms. The connections between 0-1 binary relations and generalized concept systems are examined. And generalized dual concept systems can be constructed by a pair of dual set-theoretic operators. Axiomatic characterizations of the generalized concept systems guarantee the existence of a binary relation producing a formal context.     

Effect of self-constructed concept map with peer feedback on chemistry learning outcome

Concept mapping remains widely used in education. However, little is known about how self-constructed concept maps and peer feedback can improve student learning outcomes in chemistry. We investigated the effects of peer feedback on concept mapping and how it improves students' learning performance in a large second-semester, introductory chemistry course. Three hundred and twenty students were randomly assigned to one of two concept mapping conditions: self-constructed concept map with peer feedback and self-constructed concept map without peer feedback. Each group constructed concept maps that depicted the relationship between concepts on the topic of intermolecular force. The results showed that students in the self-constructed concept map with peer feedback condition outperformed students in the no peer feedback condition in chemistry learning outcome. Overall, this study demonstrates that peer feedback enhances the effectiveness of learning with generative concept maps. The implications and future directions are discussed.     

概念图——概率统计教学的新途径

简述了概念图的起源、国内外发展现状,介绍了概念图的三个组成部分:结点、连线和连接语词,指出了相对于传统教学的概念图教学,在概率统计教学中的突出之处:概念图可作为教师教学的先行组织者;可作为学生复习时整理知识的工具;可作为教师检测学生学习的工具,提出了概率统计知识概念图制作的策略,并用实例说明了概念图应用于概率统计教学中的良好效果.     

基于对象导出三支概念格的决策背景规则获取

规则获取是当前形式概念分析领域的研究热点.首先给出了基于对象导出三支概念格间的细于关系,定义了基于对象导出三支概念格的三支弱协调性,并研究了其与经典概念格下的二支弱协调性之间的关系.然后,研究了基于对象导出三支概念格的规则获取,并与经典概念格的规则获取进行了比较.最后,定义了对象导出三支概念的弱闭标记,研究了基于弱闭标记的三支弱协调决策形式背景的规则获取,剔除了冗余规则,并且得到一些新的更为精简的三支规则.     

利用矩阵行秩生成概念格的一种算法

概念格是根据二元关系提出的一种概念层次结构,它描述了对象和属性的关系,利用矩阵行秩的层次思想提出了一种基于矩阵行秩的概念格生成算法,并用实例描述了对象和属性之间的概念关系.     

The modeling of coalition for environmental protection within co-utility framework

The game theoretic modelling of coalition for environmental protection within the framework of a new concept of co-utility is discussed. The co-utility concept contains mainly two elements. Firstly, agents can increase their payoffs by collaborating with each-other. Secondly, the outcome of collaboration is robust towards internal and external disturbances. The advantages of using of co-utility are two-fold. Primarily, the co-utility concept is broad and can serve as an umbrella concept in all applications where agents have a space for simultaneous improvement of payoffs. Secondly the co-utility concept can be associated with different stability concept such as myopic or farsighted stability. The myopic and farsighted co-utile sets are defined and their element-co-utile outcomes are found.     

概念格的粗糙近似比较研究

形式背景产生了概念格,每个节点由外延和内涵组成.对形式背景论域中的任何一个子集,可用外延来近似,在这方面已有了4种方法.对这些方法进行了比较研究,利用粗糙集理论证明了用这些方法所求出的概念的上近似外延是相同的,并利用粗糙集理论研究了概念格属性约简后,原来方法对结果的一致性.     

Block relations in formal fuzzy concept analysis

One of the main problems in formal concept analysis (especially in fuzzy setting) is to reduce a concept lattice of a formal context to appropriate size to make it graspable and understandable. A natural way to do it is to substitute the formal context by its block relation which is equivalent to factorization of the concept lattice by a complete tolerance. We generalize known results on the correspondence of block relations of formal contexts and complete tolerances on concept lattices to fuzzy setting and we provide an illustrative example of using block relations to reduce the size of a concept lattice.