建构教学：初中数学抽象思维培养“五步曲”——以《不等式的基本性质》课堂教学为例

Construction of Teaching: “Five Steps” to Cultivate Abstract Thinking in Junior High School Mathematics—Taking the Classroom Teaching of “Basic Properties of Inequalities” as an Example

摘要: 本研究根据建构主义理论开展，把情境学习跟技术强化学习结合起来，提出名为“建构教学五部曲”的教学模式，而且以初中数学里《不等式的基本性质》作为例子，采用准实验研究验证它的有效性，实验组采用“建构教学五部曲”途径，对照组采用传统的授课讲法。研究利用定量(前后测成绩、平板练习数据)与定性(课堂观察、学生访谈)相综合的办法，审视该模式对学生抽象思维能力与知识内化起到的影响，研究同时对该模式存在的局限性展开了探讨，包括对数字化工具的依赖情况以及在低技术环境里的适用性状况，且给出了替代性办法，提议未来研究拓宽跨学科验证的范畴，完善混合教学模式，且要强化长期跟踪式评估，此研究为培养数学抽象思维给出了实践上的参考，同时为技术赋能教育的合理应用给出了批判性反思。

Abstract: This study, grounded in constructivist theory, integrates situated learning with technology-enhanced reinforcement learning to develop the “Constructivist Teaching Pentad” instructional model. Using the junior high mathematics lesson “Fundamental Properties of Inequalities” as a case study, a quasi-experimental design was employed to verify its effectiveness. The experimental group implemented the pentad approach, while the control group followed traditional lecture-based instruction. Through a combination of quantitative measures (pre-post test scores, tablet-based practice data) and qualitative methods (classroom observations, student interviews), the research examined how this model enhances students’ abstract thinking abilities and knowledge internalization. The study also addressed limitations, including reliance on digital tools and applicability in low-technology environments, and proposed alternative approaches. Future research should expand interdisciplinary validation, refine blended teaching models, and strengthen long-term tracking assessments. This study provides practical references for cultivating mathematical abstraction while offering critical reflections on technology-enhanced education implementation.