小学学习困难学生数学概念的感知障碍探析

Study on Perception Barriers of Mathematical Concepts for Primary School Students with Learning Disabilities

摘要: 数学概念是小学数学教学的重点。本文分析了小学学困生数学概念认知过程的感知阶段存在的障碍。从数学语言识别、数学语言理解、数学语言转换三个方面研究分析了感知障碍的特点，分别例子进一步解释了这三个方面。最后，针对学困生的感知障碍提出了教学干预的策略，以有效引领学困生克服感知障碍，促进小学生整体数学水平的提高。

Abstract: Mathematics concept is the key point of mathematics teaching in primary school. This paper ana-lyzes perception barriers in the cognitive process of mathematical concepts for primary school students with learning disabilities. The characteristics of perceived barriers are shown from three aspects of mathematical language recognition, understanding and conversion, and furthermore the authors use several examples to explain it. Finally, the teaching intervention strategies are put forward for the students with learning difficulties to effectively guide these students to overcome perception barriers, and promote the improvement of the overall level of mathematics in primary school students.