从误区走向卓越：建构主义视野下数学课堂导入的革新之道

From Misconceptions to Excellence: Innovative Approaches to Classroom Introduction in Mathematics from a Constructivist Perspective

摘要: 本研究着重探讨建构主义理论如何运用于数学课堂导入。研究指出了目前数学课堂导入中存在的许多问题，利用建构主义理论可以有效地解决这些问题。本研究采用分层抽样的方法在某地区6所中学进行研究，设实验组与对照组，分别采用基于建构主义优化导入策略与常规导入方法进行授课，经过问卷调查，课堂观察与访谈等方式进行资料采集。研究结果显示：建构主义理论指导下的导入策略能够显著促进学生学习兴趣、知识理解、目标明确性、参与度以及满意度等方面的发展，教师对该策略的效果给予了肯定。最后给出了教学建议，并在此基础上指出了研究样本与研究时长存在的局限，以期对之后的研究有所裨益。

Abstract: This study focuses on how the constructivism theory can be applied to the introduction of mathe-matics classes. The research points out that there are many problems existing in the current introduction of mathematics classes, and these problems can be effectively solved by using the constructivism theory. This study adopts the method of stratified sampling to conduct research among six middle schools in a certain area: An experimental group and a control group are set up. The experimental group is taught with the optimized introduction strategy based on constructivism, while the control group is taught with the conventional introduction method. Data are collected through methods such as questionnaires, classroom observations and interviews. The research results show that the introduction strategy guided by the constructivism theory can significantly promote the development of students in terms of learning interest, knowledge understanding, goal clarity, participation degree and satisfaction. Teachers affirm the effectiveness of this strategy. Finally, teaching suggestions are given, and on this basis, the limitations of the research samples and the research duration are pointed out, hoping to be beneficial to subsequent research.