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新课标强调学生探究新知的精力和获得新知的体验,学生通过过程理解一个数学问题的提出、一个概念的形成、一个数学结论的获得和应用,从而更好地理解数学知识的意义,掌握必要的基本知识与基本技能,发展应用数学知识的意义与能力,增强学好数学的愿望和信心。建构主义学习理论依据教学目的、学生的认识规律和知识的内在联系,创设教学中的问题情境,以引起学生内部的认知矛盾冲突,激起学生积极主动的思维活动,引导学生生动活泼地学习,融会贯通地掌握知识,形成能力。本文以建构主义学习理论为基础给出一种高中数学教学模式,它促进教师的教学和学生的学习方式由“结构化”“封闭式”向“非结构”“开放式”转化。
The new curriculum standard emphasizes the student’s energies in exploring new knowledge and experience of acquiring new knowledge. Students understand the issue of a mathematical problem, the formation of a concept, and the acquisition and application of a mathematical conclusion through a process, so as to better understand the meaning of mathematical knowledge and master the necessary The basic knowledge and basic skills, the development of the application of mathematical knowledge, meaning and ability to enhance the desire to learn mathematics and confidence. The constructivist learning theory establishes problem situations in teaching based on the purpose of teaching, the students’ understanding of knowledge, and the intrinsic link of knowledge, so as to arouse students’ internal cognitive conflict and arouse students’ active and active thinking activities, and guide students to study lively and lively. , mastery of knowledge, ability to form. This paper gives a high school mathematics teaching model based on the constructivist learning theory. It promotes teachers’ teaching and students’ learning methods to be open from “structured”“closed” to “unstructured”“. Type ”transformation.