惠灵顿作业代写:认知心理学家

2017-08-10 14:41

认知心理学家认为，概念性知识和程序性知识之间存在差异，但两者之间存在着关键的互惠关系。固体的概念知识会促进学习，减少混乱的程序使用，让他们记住要使用和改进执行某一问题解决质量的相应程序，涉及4个阶段的求解模型，即认识问题、规划方案，做方案和检查产生的答案被提出的（波利亚，1957）。第一阶段要求学生阅读、理解并决定问题的必要性。第二阶段需要事实与数据之间的关系，从而规划解决问题的步骤。学生进行计算，最后通过检查生产确保解决问题的正确答案的答案和解决。希伯特（1997）说，学生必须在数学里面包含的规则，掌握一定的概念、程序和简单的数学原理。他们还需要学习如何使用这些程序和原则，使他们能够解决数学问题。然而，在数学上取得高成绩的学生仍然不能将数学的知识和技能运用到其他情况或学科中。（舍恩菲尔德，1985）。由此可见，对概念的理解对于实现真正意义上的优异效果至关重要。
惠灵顿作业代写:认知心理学家
Cognitive psychologist are of the opinion that there exists differences between conceptual knowledge and procedural knowledge, and yet both have critical and mutually beneficial relationship. Solid conceptual knowledge will foster learning, reduce usage of confusing procedures, making them to remember the appropriate procedures to be used and improving the quality of performing a certain problem-solving.A model of solution involving 4 phases, namely understanding problem, plannin solution, doing solution and checking the answers produced is being proposed (Polya, 1957). The first phase requires students to read, understand and decide what is required of the question. The second phase requires the relation between fact and the data thus planning for steps to solve. Students conduct solving by doing calculation and finally checking the answers produced to ensure that the question is solved correctly along with the answer.Hiebert (1997) said that students need to master certain concepts in Mathematics where inside contain rules, procedures and principles of simple Mathematics. They also need to learn on how to use those procedures and principles to enable them to solve the Mathematical problems. However, students who managed to achieve high result in Mathematics still failed to use the knowledge and skills of Mathematics into other situations or subjects. (Schoenfeld, 1985). This shows that the understanding of concepts is very vital to achieve excellent result in true meaning.

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