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Research on the Training of Knowledge Transfer Ability of Chinese Senior High School Students from the Perspective of Mathematics Core Literacy

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• Volume 6,Issue 4, July 2019

Year:

2019

Type of Publication:

Article

Keywords:

Core Literacy, Knowledge Transfer, High School Mathematics

Authors:

• Zhou, Yun-Jing
• Wei, Dong-Sheng
• Ge, Qi

Journal:

IJIRES

Volume:

6

Number:

4

Pages:

591-595

Month:

July

ISSN:

2349-5219

BibTex:

@article{1594, author = "Yun-Jing Zhou and Dong-Sheng Wei and Qi Ge", abstract = "Knowledge transfer is an indispensable part of cultivating students{\&}#039; core mathematical literacy. Knowledge transfer ability plays an irreplaceable role in students{\&}#039; knowledge learning and self-development. This paper expounds the relevant theories of knowledge transfer and the factors affecting students{\&}#039; knowledge transfer ability, and puts forward the five suggestions: reasonably organizing the content of textbooks to help students establish a reasonable cognitive structure; guiding students to find common elements to promote transfer; skillfully setting up questions to improve students{\&}#039; generalization ability; reasonably utilizing stereotyped function and adopted to reduce negative transfer; improve teachers{\&}#039; quality.", issn = "23495219", journal = "IJIRES", keywords = "Core Literacy, Knowledge Transfer, High School Mathematics", month = "July", number = "4", pages = "591-595", title = "{R}esearch on the {T}raining of {K}nowledge {T}ransfer {A}bility of {C}hinese {S}enior {H}igh {S}chool {S}tudents from the {P}erspective of {M}athematics {C}ore {L}iteracy", volume = "6", year = "2019", }

Abstract:

Knowledge transfer is an indispensable part of cultivating students' core mathematical literacy. Knowledge transfer ability plays an irreplaceable role in students' knowledge learning and self-development. This paper expounds the relevant theories of knowledge transfer and the factors affecting students' knowledge transfer ability, and puts forward the five suggestions: reasonably organizing the content of textbooks to help students establish a reasonable cognitive structure; guiding students to find common elements to promote transfer; skillfully setting up questions to improve students' generalization ability; reasonably utilizing stereotyped function and adopted to reduce negative transfer; improve teachers' quality.

Full text: IJIRES_1594_FINAL.pdf Online version [Bibtex]