从“解题”到“提问”：AI赋能初中数学项目式学习的路径研究——以“拱桥挂灯笼”为例

From “Problem Solving” to “Problem Posing”: A Research on the Pathway of AI-Enabled Project-Based Learning in Junior High School Mathematics—A Case Study of “Hanging Lanterns on the Arch Bridge”

摘要: 在核心素养导向的新课标背景下，项目式教学成为数学教育改革的重要方向，但在实践中，学生的“发现问题与提出问题”环节被虚化，学生沦为“解题者”而非“提问者”，而AI技术的发展为破解这一困局提供了新可能。本文从困境分析，AI角色定位，实现路径研究等多个维度去论证通过AI赋能可以把“提问权”归还学生的初中数学项目式学习，最后并以“拱桥挂灯笼”为例进行具体说明。

Abstract: Under the new curriculum standard guided by core competencies, project-based teaching has become an important direction for mathematics education reform. However, in practice, the “identifying and posing problems” stage for students is often formalized, reducing students to mere “problem-solvers” rather than “problem-posers”. The development of AI technology offers new possibilities to address this challenge. This paper discusses how AI can empower junior high school mathematics project-based learning to return the “right to pose questions” to students, analyzing the dilemma, defining the role of AI, and exploring implementation pathways. Finally, a concrete example of “Hanging Lanterns on the Arch Bridge” is provided for illustration.