Towards a Cognitive Theory of Practice
Towards a Cognitive Theory of Practice
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走向实践的认知理论
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
G. Vergnaud
中科院分区：
文献类型：
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作者：
G. Vergnaud
在我看来，数学教育中实践与理论的关系这个话题传达了两个主要问题。第一个问题涉及数学作为实践活动与数学作为理论知识体系之间的关系。第二个问题涉及数学教育，以及教师的课堂活动与数学教育和心理学研究之间的关系。我认为，对于这两个问题，我们都需要一种实践理论以及理论与实践之间的衔接。这个理论一定是相当普遍的，因为它不仅仅涉及数学或数学教育，而是涉及所有人类活动。为此，我们还需要一些理论实践或理论化。我们需要例子，因为没有例子的理论通常是难以理解的。
As I view it, the topic of the relations between practice and theory in mathematics education conveys two main problems. The first problem concerns the relationship between mathematics as a practical activity, and mathematics as a theoretical body of knowledge. The second problem concerns mathematics education, and the relationship between the teacher’s activity in the classroom and research in mathematics education and psychology. I think that, for both problems, we need a theory of practice and of articulation between theory and practice. This theory must be quite general since it does not concern mathematics or mathematics education alone, but all human activities. To do this, we also need some practice of theory, or theorizing. And we need examples, since theory without examples is usually incomprehensible.