GAI赋能SNP教学模式的初中数学教学设计与实践——以“一次函数的实际应用”为例

Design and Implementation of Junior High School Mathematics Instruction Based on the GAI-Empowered SNP Teaching Model—Taking “Practical Applications of Linear Functions” as an Example

摘要: SNP教学模式以建模与科学论证的整合为核心，为落实“模型观念”“推理能力”等核心素养提供了新的路径，但将其融入到初中数学课堂时，教师面临论证活动设计负担重、学生建模与论证基础薄弱等困难。为此，将生成式人工智能(GAI)作为技术支架引入SNP教学模式，逐一明确其在问题创设、模型构建、论证分析、协商完善、专家咨询、反思提升六个阶段的分工，并以人教版八年级“一次函数的实际应用”(“怎样租车”问题)为例完成教学设计与说明。学生协商生成驱动问题，用GAI对照表确定取值范围，撰写论证、由GAI检测漏洞，答辩后定出最优方案，再借反思写作迁移；GAI只做素材供给、数据可视化、漏洞检测等辅助工作，方案与结论由学生自己确定，既减轻了备课负担，也让基础薄弱的学生有了随时可问的“脚手架”。

Abstract: The SNP teaching model centers on the integration of modeling and scientific reasoning, providing a new pathway for cultivating core competencies such as “conceptual understanding of models” and “reasoning skills”. However, when incorporating this model into middle school mathematics classrooms, teachers face challenges such as the heavy burden of designing reasoning activities and students’ weak foundational skills in modeling and reasoning. To address this, Generative Artificial Intelligence (GAI) is introduced into the SNP teaching model as a technological scaffold. Its specific roles in each of the six stages—problem formulation, model construction, argument analysis, collaborative refinement, expert consultation, and reflective improvement—are clearly defined. Using the “Real-World Applications of Linear Functions” lesson (the “How to Rent a Car” problem) from the People’s Education Press 8th-grade textbook as an example, this paper presents a complete instructional design and explanation. Students collaboratively generate a problem-driven scenario, use the GAI reference table to determine the range of values, draft their arguments, have GAI detect flaws, finalize the optimal solution after a defense, and then apply what they’ve learned through reflective writing. GAI performs only auxiliary tasks such as providing materials, visualizing data, and detecting flaws; students determine the solutions and conclusions on their own. This approach not only reduces the burden of lesson preparation but also provides students with a weak foundation with a “scaffold” they can consult at any time.