基于建构主义学习理论的中学数学教学设计浅探——以“矩形的定义和性质”为例

A Brief Exploration of Middle School Mathematics Teaching Design Based on Constructivist Learning Theory—Taking “The Definition and Properties of Rectangles” as an Example

摘要: 在新课程改革的背景下，学生的培养目标由知识本位转向以核心素养为导向，对于教师的工作提出了更高的要求，不仅要完成“授人以鱼”，更要“授人以渔”。建构主义学习理论为中学数学教学提供了新的视角，它强调学习是个体主动建构知识的过程。本文首先概述建构主义学习理论，进而提出“情境激趣–协作探究–问题驱动–总结反思”为框架的数学课堂教学设计策略。再以“矩形的定义和性质”为例，详细探讨在建构主义学习理论下，如何有效进行数学课堂教学设计。通过这一具体案例，旨在为提升数学课堂教学质量提供有益的参考，促进学生数学素养的全面发展。

Abstract: Under the background of the new curriculum reform, the cultivation goal of students has shifted from knowledge-based to core competency-oriented, which has put forward higher requirements for teachers’ work. They not only need to fulfill the task of “giving people fish”, but also “teaching people how to fish”. Constructivist learning theory provides a new perspective for middle school mathematics teaching. It emphasizes that learning is a process in which individuals actively construct knowledge. This paper first Outlines the constructivist learning theory, and then proposes a mathematics classroom teaching design strategy based on the framework of “situational interest stimulation - collaborative exploration - problem-driven - summary and reflection”. Taking “the definition and properties of rectangles” as an example again, this paper discusses in detail how to effectively design mathematics classroom teaching under the constructivist learning theory. Through this specific case, it aims to provide useful references for improving the quality of mathematics classroom teaching and promote the all-round development of students' mathematical literacy.