基于情境认知学习理论的高中数学教学实践研究——以椭圆及其标准方程为例

A Practical Study of High School Mathematics Teaching Based on Situational Cognitive Learning Theory—Taking Ellipse and Its Standard Equation as an Example

摘要: 情境认知学习理论突破了传统教学中以教师讲授为主的知识传递模式，转而关注学习者的主动参与和知识的实践性建构。研究如何在高中数学教学中有效融入情境认知理论，不仅能够丰富数学教育理论体系，也为课堂教学改革提供了可行的路径。文章首先介绍了情境认知学习理论的基本观点，包括理解词汇表征意义涉及的知觉活动、知识的情境化、实践(学习)共同体以及合理的边缘性参与等关键概念。接着，文章讨论了该理论在高中数学教学中的适用性，尤其是在促进知识建构、问题解决能力和学习动机方面的作用。最后，文章提出了一个基于情境认知学习理论的教学设计框架，以“椭圆及其标准方程”为例，详细阐述了如何通过情境导入、探究发现、实际应用等步骤实施教学，并反思了教学过程中的经验与不足，提出了未来改进的方向。

Abstract: Contextual cognitive learning theory breaks through the traditional teaching mode of knowledge transfer, which is mainly taught by teachers, and focuses on the active participation of learners and the practical construction of knowledge. The study of how to effectively integrate contextual cognitive theory into high school mathematics teaching not only enriches the theoretical system of mathematics education, but also provides a feasible path for classroom teaching reform. The article first introduces the basic ideas of contextual cognitive learning theory, including the key concepts that understanding the meaning of lexical representations involves perceptual activities, contextualization of knowledge, communities of practice (learning), and reasonable liminal participation. The article then discusses the applicability of the theory to high school math instruction, particularly in promoting knowledge construction, problem-solving skills, and motivation to learn. Finally, the article proposes an instructional design framework based on contextual cognitive learning theory, taking “ellipses and their standard equations” as an example, describing in detail how to implement the teaching through the steps of contextual introduction, inquiry and discovery, and practical application, and reflecting on the experiences and shortcomings in the teaching process, and proposing the direction for future improvement.