基于建构主义理论的初中数学情境教学的策略研究  

Research on Strategies for Situational Teaching of Middle School Mathematics Based on Constructivist Theory

作　　者：邓恬 

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423-428,共6页Creative Education Studies

摘　　要：建构主义理论强调“以学生为中心”在教学过程中的重要地位,教师则担任学生知识建构过程中的引导者。而在初中数学教学中,采用情境教学法能够显著促进学习者以积极主动的态度,高效地建构数学知识体系,进而持久地激发学生对数学学习的好奇心和探索欲。文章旨在通过分析初中数学情境教学实践过程中出现的问题,并结合建构主义理论,针对性地提出有利于初中数学情境教学的相关策略。Constructivist theory emphasizes the important role of “student-centered” in the teaching process, while teachers serve as guides in the process of student knowledge construction. In middle school mathematics teaching, the use of situational teaching method can significantly promote learners to construct mathematical knowledge systems with a positive and proactive attitude, and effectively stimulate students’ curiosity and exploratory desire for mathematics learning. This article aims to analyze the problems that arise in the practical process of situational teaching in middle school mathematics, and combine constructivist theory to propose targeted strategies that are conducive to situational teaching in middle school mathematics.

关 键 词：建构主义 情境教学 初中数学 策略 

分 类 号：G63[文化科学—教育学]