情境认知理论下荆楚文化在初中数学课堂中的教学渗透探讨  

Discussion on the Teaching Penetration of Jingchu Culture in Junior High School Mathematics Class under the Theory of Situational Cognition

作　　者：汪冰洁 黄文杰 金晶 

机构地区：[1]黄冈师范学院数学与统计学院,湖北 黄冈

出　　处：《创新教育研究》2024年第12期27-34,共8页Creative Education Studies

摘　　要：情境认知理论对数学教育有着丰富的内涵,本文立足于情境认知理论,将中华优秀传统文化之一的荆楚文化融入初中数学课堂。文中例举了三个案例,分别是漆器文化在《轴对称》课堂中的渗透、青铜文化在《相似三角形》课堂中的渗透、建筑文化在《锐角三角函数》中的渗透。在数学教学中,教师应善于为学生的学习创设情境,恰当地将当地文化融入课堂教学。The theory of situational cognition has rich connotation for mathematics education. Based on the theory of situational cognition, this paper integrates Jingchu Culture, one of the excellent traditional Chinese cultures, into junior high school mathematics class. This paper gives three examples: the infiltration of lacquer culture in the class of “Axial Symmetry”, the infiltration of bronze culture in the class of “Similar Triangle”, and the infiltration of architectural culture in the class of “Acute Angle Trigonometry”. In mathematics teaching, teachers should be good at creating situations for students’ learning and properly integrate local culture into classroom teaching.

关 键 词：情境认知理论 荆楚文化 初中数学 

分 类 号：G63[文化科学—教育学]