认知主义学习理论视角下高中数学概念教学的优化策略研究

Research on Optimization Strategies of Senior High School Mathematics Concept Teaching from the Perspective of Cognitivism Learning Theory

摘要: 为破解当前高中数学概念教学中重结论、轻过程，重记忆、轻理解，重解题、轻建构的现实困境，本研究以认知主义学习理论为支撑，围绕布鲁纳认知发现理论、奥苏贝尔有意义学习理论、加涅信息加工理论三大核心观点，系统分析高中数学概念教学的现存问题与成因。研究表明，教学理念偏差、对学生认知规律把握不足、教学资源整合能力有限、教师专业素养有待提升是主要原因。据此，从情境创设、主动探究、层次化训练、教学方法创新、个性化教学五个维度提出优化策略，旨在引导学生主动建构认知结构，深化概念理解，提升数学核心素养，为高中数学概念教学的改进提供理论依据与实践参考。

Abstract: To address the current dilemma in high school mathematics concept teaching, which emphasizes conclusions over processes, memorization over understanding, and problem-solving over construction, this study is grounded in cognitivism learning theory. Centered around three core perspectives: Bruner’s cognitive discovery theory, Ausubel’s meaningful learning theory, and Gagne’s information processing theory, it systematically analyzes the existing issues and causes in high school mathematics concept teaching. The research reveals that the main reasons are deviations in teaching philosophy, insufficient grasp of students’ cognitive patterns, limited ability to integrate teaching resources, and the need for improvement in teachers’ professional qualities. Based on this, optimization strategies are proposed from five dimensions: situational creation, active inquiry, hierarchical training, innovative teaching methods, and personalized teaching. The aim is to guide students in actively constructing cognitive structures, deepening their understanding of concepts, and enhancing their core mathematical competencies. This provides a theoretical basis and practical reference for improving high school mathematics concept teaching.