建构主义理论下基于5E教学模式的 教学设计——以“直线的倾斜角与斜率”为例

Teaching Design Based on the 5E Model under Constructivist Theory—A Case Study of “The Inclination Angle and Slope of a Straight Line”

摘要: 中学数学是由概念和命题经推理组成的逻辑体系。数学概念是数学知识体系的基础，对于学生理解数学原理、掌握数学技能以及培养数学思维能力具有重要作用，在中学数学学习中占有重要位置。但在传统的概念教学中，以“一个定义，几项注意”的讲授法占据了主导地位，导致忽视了学生对概念的自主建构、对概念形成过程的经历，不利于学生理解数学概念的本质。5E教学模式注重学生科学概念的构建，故本文从建构主义出发，以《直线的倾斜角与斜率》为例，融入5E教学模式，基于学生已有的知识基础，在吸引、探究、解释、迁移和评价这五大环节中让学生经历对知识的探究和建构，实现学生的主动探索、自主思考和深入学习，增进学生对概念的理解，深化学生对概念本质的认识。借此为高中数学中概念教学的开展提供一定的参考。

Abstract: Middle school mathematics is a logical system composed of concepts and propositions through reasoning. Mathematical concepts are the foundation of the mathematical knowledge system and play a significant role in students’ understanding of mathematical principles, mastery of mathematical skills, and cultivation of mathematical thinking abilities. They hold an important position in middle school mathematics learning. However, in traditional concept teaching, the “one definition, several notes” lecture method has dominated, leading to the neglect of students’ autonomous construction of concepts and their experience of the concept formation process, which is not conducive to students’ understanding of the essence of mathematical concepts. The ultimate goal of the 5E teaching model is to construct students’ scientific concepts. Therefore, this paper starts from constructivism, takes “The Inclination Angle and Slope of a Straight Line” as an example, integrates the 5E teaching model, and based on students’ existing knowledge foundation, allows students to experience the exploration and construction of knowledge in the five major links of engagement, exploration, explanation, elaboration, and evaluation, achieving students’ active exploration, independent thinking, and in-depth learning, enhancing students’ understanding of concepts, and deepening their understanding of the essence of concepts. This provides a certain reference for the implementation of high school mathematics concept teaching.