建构主义理论下数学问题提出教学实施策略研究

The Study of Implementation Strategy of Mathematical Problem-Posing Instruction under Constructivism Theory

摘要: 建构主义由认知主义进一步发展而来，是一种关于知识和学习的理论，强调学习者的主动性。问题提出是继问题解决之后又一个新的研究话题，问题提出能力的培养有助于学生全面发展。文章利用CiteSpace软件分析了近十年问题提出教学的研究现状，发现目前问题提出教学的研究学段主要是小学，研究科目主要是数学，一线教师发文量较少。通过对文献的梳理，发现了目前问题提出教学的实施困境有三个：1) 教师对问题提出教学缺乏研究；2) 中小学数学教材中问题提出活动占比较低；3) 学生问题提出能力的评价较主观。结合建构主义理论，注重学生对知识的自我建构，提出了三点问题提出教学实施策略：1) 重视教师问题提出教学能力的培养；2) 基于数学知识起源创设问题情境；3) 基于SOLO分类理论建立评价体系。望为教师进行问题提出教学提供参考，让问题提出教学真正落实在课堂上。

Abstract: Constructivism, further developed from cognitivism, is a theory about knowledge and learning, emphasizing the initiative of learners. The problem-posing is a new research topic after the problem solving. The cultivation of the problem-posing ability is helpful to the students’ all-round development. This paper uses CiteSpace software to analyze the research status of problem-posing instruction in the past decade, and finds that the research section of problem-posing instruction is mainly primary schools, and the research subjects are mainly mathematics, and the number of first-line teachers’ papers is relatively small. Through the sorting of literature, it is found that there are three difficulties in the implementation of problem-posing instruction: 1) Teachers’ lack of research on the problem-posing instruction; 2) The proportion of problem-posing activities in primary and secondary school mathematics teaching materials is less; 3) The evaluation of students’ ability for problem-posing is more subjective. Combined with constructivism theory, paying attention to students’ self-construction of knowledge, three implementation strategies are put forward for problem-posing instruction: 1) Paying attention to the cultivation of teachers’ ability for problem-posing instruction; 2) Creating problem situation based on the origin of mathematical knowledge; 3) Establishing evaluation system based on SOLO classification theory. It’s hoped to provide reference for teachers’ problem-posing instruction, so that the problem-posing instruction is really implemented in the classroom.