基于情境认知理论的教学案例——以古典概型为例

A Teaching Case Study Based on Situated Cognition Theory—The Case of Classical Paradigms

摘要: 本教学案例聚焦于高中数学古典概型，以情境认知理论为支撑展开教学设计与实践。首先依据情境认知理论创设生动且贴近生活的教学情境。在教学过程中，通过这些情境引出古典概型的概念，使学生直观感受等可能事件的特征。以情境为依托，引导学生深入探究古典概型的概率计算公式，让学生在具体情境问题的解决中理解公式的内涵与应用条件。同时，组织学生进行小组合作学习，在情境背景下交流讨论古典概型在不同场景中的运用，培养其合作能力与数学思维。结果表明，情境认知理论的应用有效提升了学生对古典概型的学习兴趣与理解深度，增强了学生运用古典概型知识解决实际问题的能力，为高中数学古典概型教学提供了一种富有成效的教学模式与方法借鉴。

Abstract: This teaching case study focuses on classical probability models in high school mathematics, with the instructional design and implementation grounded in situational cognitive theory. First, drawing on situational cognitive theory, we create vivid and realistic teaching scenarios. During the lesson, these scenarios are used to introduce the concept of classical probability models, enabling students to intuitively grasp the characteristics of events with equal probability. By using real-life scenarios as a foundation, students are guided to explore the probability formulas for classical probability models in depth, enabling them to understand the underlying principles and conditions for applying these formulas through the resolution of specific contextual problems. At the same time, students are organized into small groups for collaborative learning, where they discuss the application of classical probability models in various scenarios within the context of these real-life situations, thereby fostering their collaborative skills and mathematical thinking. The results indicate that the application of situational cognition theory effectively enhances students’ interest in and depth of understanding of classical probability models, strengthens their ability to apply this knowledge to solve real-world problems, and provides a productive teaching model and methodological reference for the instruction of classical probability models in high school mathematics.