课程思政下基于建构主义理论的教学设计——以等比数列的前n项和公式为例

Instructional Design Based on Constructivism Theory under the Background of Ideological and Political Education—A Case Study of the Sum Formula of the First n Terms of a Geometric Sequence

摘要: 为更好落实“立德树人”根本育人目标，在高中数学教学中巧妙融入课程思政成为必然趋势。建构主义学习理论强调学生在与外部环境互动中进行自我内部的意义建构，这与课程思政的“立德树人”目标具有内在的逻辑关系。基于学生的经验背景，本文深入挖掘教材中的思政元素，结合实际社会生活，对《等比数列的前项和公式》进行教学设计。本研究通过在真实问题情境创设中融入思政元素，引导学生生成学习需求、开展自主探究与互动交流，在问题解决中完成知识意义建构，形成系统化新认知结构。同时，实现数学课程与思政元素深度融合，引导学生在情境探究中潜移默化接受思想熏陶，在提升数学核心思维能力的基础上强化思想觉悟与价值认同，为课程思政融入高中数学教学提供可借鉴参考。

Abstract: To better implement the fundamental educational goal of fostering virtue and morality, integrating ideological and political education into high school mathematics teaching is an inevitable trend. Constructivist learning theory, which emphasizes students’ internal meaning construction through interaction with the external environment, is logically consistent with this educational goal. Based on students’ experiential backgrounds, this paper explores ideological and political elements in textbooks, combines real social life, and designs a teaching plan for The Sum of the First n Terms of a Geometric Sequence. This study integrates ideological and political elements into the creation of authentic problem situations, guiding students to generate learning needs, conduct independent inquiry and interactive communication, complete the meaningful construction of knowledge in problem-solving, and form a systematic new cognitive structure. Meanwhile, it realizes the in-depth integration of mathematics curriculum and ideological and political elements, guiding students to imperceptibly receive ideological edification in situational exploration, strengthening their ideological awareness and value identity on the basis of improving their core mathematical thinking abilities, and providing referable references for the integration of ideological and political education into senior high school mathematics teaching.