| Concept learning and understanding of the concept is the foundation of mathematics learning. Concept teaching because of its the core position in mathematics education has always been experts, scholars and a glimmer of teachers of mathematics enthusiastic investment field of study. But in the actual teaching of universal value is closely related to academic performance skills training and neglect, while the asymmetry of theory research and teaching practice, highlight the problem of mathematics concept teaching. And APOS theory model of the formation process of four stages advantageous to the student perception, and set up their own psychological schema, which provides a new way for the students understanding of the concept of. Used it to parse the reasons of poor effect while students try to solve the related problem of dihedral Angle, founding that the essence of which is caused by students failed to understand the nature of the concept.The analysis, using the methods of literatures research, is mainly based on the APOS theory, as well as Lev Vygotsky’s Zoneof Proximal Development. Then select two different levels of classes to dihedral Angle concept teaching case study, and compare the two cases, parsing based on APOS theory presents the teaching design and teaching practice are excellent teaching effect, namely, based on the APOS theory teaching activities (1) to arouse students’learning initiative;(2) is good for students to receive cognitive development;(3) is helpful to students mathematical cognitive structure;The Suggestions, using the theory to solve the problems of the teaching are presented, namely:(1) the four stages of APOS theory relatively continuous, incremental stage step by step.(2) to pay attention to the suitability by establishing "activity" stage.(3)"process" stage is the development and changes (4) through repeated to establish mathematics "object".(5) help students to build knowledge "scheme".(6) adhere to the "increasing spiral" teaching principle. |
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