基于情境认知理论的初中数学情境教学策略探究

An Exploration of Junior Middle School Mathematics Situational Teaching Strategies Based on Situational Cognitive Theory

摘要: 情境教学作为当前初中数学课堂教学的主流形式，对提升学生的学习热情、活跃教学气氛都具有重要作用。文章总结反思了当前初中数学情境教学中存在的主要问题，如生搬硬套，强行联系实际；形式单一，过分依赖多媒体；过度包装，干扰教学进程；缺乏整合，情境构建“碎片化”。在此基础上，以情境认知理论作为主要理论依据提出当前初中数学情境创设过程中应注意从学生已有的认知结构出发、丰富情境形式、把握情境的“度”、构建“大情境”四个方面合理把握。

Abstract: As the mainstream form of junior middle school mathematics classroom teaching, situation teaching plays an important role in enhancing students’ learning enthusiasm and enlivening the teaching atmosphere. This paper summarizes and reflects the main problems existing in the cur-rent junior middle school mathematics situation teaching, such as mechanically applying and forcibly connecting with reality; single form and excessive reliance on multimedia; excessive packaging that interferes with the teaching process; lack of integration and “fragmentation” of situation construction. With the Theory of Situational Cognition as the main theoretical basis, the author puts forward that in the process of creating junior middle school mathematical situation, we should pay attention to the rational grasp of four aspects: starting from the existing cognitive structure of students, enriching the form of the situation, grasping the “limit” of the situation and constructing the “big situation”.