核心素养视域下项目式学习的教学设计——以人教2024版八年级“造桥选址问题”为例

Instructional Design of Project-Based Learning from the Perspective of Core Competencies—A Case Study of the “Bridge Location Problem” for Grade 8 (PEP 2024 Edition)

摘要: 《义务教育数学课程标准(2022年版)》把“综合与实践”提升为培养学生核心素养的主要载体，强调以项目式学习(PBL)引导学生在真实情境中综合运用数学与其他学科知识解决问题。“造桥选址问题”作为初中几何变换与最值问题的经典范例，不仅蕴含深刻的“化折为直”与“平移转化”思想，更是培养学生几何直观、逻辑推理及应用意识的优质素材。本文基于人教2024版八年级教材，重构了该课题的教学设计，通过“城市交通规划”这一驱动性项目，引领学生经历模型抽象、算法探究、逻辑论证与工程决策的全过程，旨在落实“三会”核心素养，实现从“解题”到“解决现实问题”的育人进阶。

Abstract: The “Compulsory Education Mathematics Curriculum Standards (2022)” prioritizes “Synthesis and Practice” as a primary vehicle for cultivating students’ core competencies, emphasizing the use of project-based learning (PBL) to guide students in applying mathematical and other subject knowledge to solve problems in real-world contexts. The “Bridge Location Problem,” a classic example of geometric transformations and optimization problems in junior high school mathematics, not only embodies profound ideas of “transforming curves into straight lines” and “translation transformations,” but also serves as excellent material for cultivating students’ geometric intuition, logical reasoning, and application awareness. Based on the 2024 edition of the People's Education Press eighth-grade textbook, this article reconstructs the teaching design of this topic. Through the driving project of “urban transportation planning,” it guides students through the entire process of model abstraction, algorithm exploration, logical argumentation, and engineering decision-making, aiming to implement the core competencies of “three abilities” and achieve an educational advancement from “solving problems” to “solving real-world problems.”