情境认知理论对高中数学教学的启示——以“直线与平面垂直”为例

Implications of Situated Cognition Theory for High School Mathematics Teaching—A Case Study of “Perpendicularity of a Line and a Plane”

摘要: 情境在教学中的地位十分重要，情境的作用不在于情境本身，而在于通过情境促进学生的认知。高中数学教学中建立对情境认知的理解，并以之指导教学实践，可以让数学教学得到新的启发。基于情境认知理论的核心观点，以“直线与平面垂直”的教学为例进行分析，得出情境认知理论对高中数学教学的三个启示：创设恰当的问题情境；开展多样的实践活动；构建有效的学习共同体。

Abstract: The role of context in teaching is of great significance. The role of context does not lie in the context itself, but in promoting students’ cognition through it. Establishing an understanding of context cognition in high school mathematics teaching and using it to guide teaching practice can bring new inspiration to mathematics teaching. Based on the core viewpoints of situated cognition theory, taking the teaching of “perpendicularity of a line and a plane” as an example for analysis, three inspirations of situated cognition theory for high school mathematics teaching are drawn: creating appropriate problem contexts, conducting diverse practical activities, and building effective learning communities.