英语翻译第三章是本文的重点之一.通过问卷调查及访谈,具体分析了学生在分数和概率知识方面所具有的数学前概念,在此基础上提出

第三章是本文的重点之一.
The third chapter is this one of the key.
通过问卷调查及访谈,具体分析了学生在分数和概率知识方面所具有的数学前概念,在此基础上提出并阐述了影响学生数学前概念形成的重要因素：日常生活经验、螺旋上升的知识体系、相近的知识体系等.
Through the questionnaire and interview, the paper concretely analyzes students in grades and probability knowledge of mathematics, with former concept based on the influence students proposed and expounds the important mathematical concept is developed before daily life experience, factor: the knowledge system, spiral of similar knowledge system, etc.
第四章为策略研究.
The fourth chapter for strategy research.
结合第三章的调查结果,本文提出数学前概念向科学概念转变主要分为两个阶段.
Combined with the third chapter of the survey results, this paper puts forward before to scientific concepts mathematical concept of transformation mainly divided into two phases.
第一阶段是探查学生的前概念：可以采用多方法和多角度的策略,全方位了解学生的数学前概念；
The first stage is the probe students can be used before concept: how method and multi-angle strategy, all-round understand the student's mathematics former concepts;
第二阶段是激发认知冲突,促进前概念向科学概念的转变：根据影响数学前概念形成的三大因素,数学教学应该提供正例和反例,激发认知冲突；
The second phase is to inspire cognition conflict, promote the scientific conception before concept to change: according to the mathematical concept formed three factors before, mathematics teaching should provide positive cases and counterexample, arouse cognitive conflict;
通过类比,明晰新旧概念之间关系；
Through the analogy between old and new concepts and clarify the relations;
以概念图搭建桥梁,实现新旧概念的转变
The conceptual diagram building Bridges, realize the old concept transformation