CAJ | 학술논문

中小学的运算类知识属于程序性知识。学生对程序性知识的理解具有层次性与有限性，大部分学生都知道怎样算，但对为什么这样算背后的道理知之较少。其主要原因是：一方面，程序性知识以及相关的原理比较抽象，理解起来客观上具有一定的难度；另一方面，从教师、教材到教学，都比较关注对程序性知识原理的抽象解释，而较少关注直观的说明和推导。建议：课程标准要确定适度的理解水平；教材要注重对直观的诉求；教学要开展“例规教学”。
중소학적운산류지식속우정서성지식。학생대정서성지식적리해구유층차성여유한성，대부분학생도지도즘양산，단대위십요저양산배후적도리지지교소。기주요원인시：일방면，정서성지식이급상관적원리비교추상，리해기래객관상구유일정적난도；령일방면，종교사、교재도교학，도비교관주대정서성지식원리적추상해석，이교소관주직관적설명화추도。건의：과정표준요학정괄도적리해수평；교재요주중대직관적소구；교학요개전“례규교학”。
Knowledge about operation of rational numbers in primary and secondary textbooks belongs to procedural knowledge. By empirical study, it is found out that students＇ understanding on procedural knowledge are differentiated and limited, and most students know how to operate, but do not know the arguments of operating. The reasons are as follows： on one hand, procedural knowledge is more abstract, which is quite difficult to understand; on the other hand, teachers, textbooks and teaching emphasize abstract explanation and the procedural operation rather than explaining intuitively. Suggestions are as follows： curriculum objectives should be based on students＇ understanding levels and development levels; textbooks should be paid more attention to intuition; examples-rule teaching model of procedural knowledge should be put into effect.