数学情境教学以建构主义与情境认知理论为理论基础,以情境引导为方法,以学生日常生活与社会现实密切结合为教学手段,旨在帮助学生更好地掌握数学知识。尽管这种教学法因其能够促进学生学习兴趣与创新思维而不断被开发与推广,但在实践中...数学情境教学以建构主义与情境认知理论为理论基础,以情境引导为方法,以学生日常生活与社会现实密切结合为教学手段,旨在帮助学生更好地掌握数学知识。尽管这种教学法因其能够促进学生学习兴趣与创新思维而不断被开发与推广,但在实践中却存在着一些误区。本文探讨情境过载、情境设计失谐、忽略数学本质及评估局限性的错误观点,深入剖析了产生这些错误的根本原因,并提出平衡情境及数学概念、促进教师培训的建议、优化教学资源与环境、构建综合评价体系的策略。最后本文对数学情境教学所取得的效果进行了总结,并对其进行展望。Mathematical situational teaching is based on constructivism and situational cognition theory, takes situational guidance as a method, and closely combines students’ daily life with social reality as a teaching means, aiming to help students better master mathematical knowledge. Although this teaching method has been continuously developed and promoted because it can promote students’ learning interest and innovative thinking, there are some misunderstandings in practice. This article delves into the misconceptions of contextual overload, contextual design disharmony, neglect of the essential nature of mathematics, and assessment limitations. It provides an in-depth analysis of the root causes of these misconceptions and proposes strategies to balance contextual and mathematical concepts, facilitate teacher training, optimize teaching resources and environments, and establish a comprehensive evaluation system. Finally, the article summarizes the effects achieved by contextual teaching in mathematics and offers an outlook for its future development.展开更多
文摘数学情境教学以建构主义与情境认知理论为理论基础,以情境引导为方法,以学生日常生活与社会现实密切结合为教学手段,旨在帮助学生更好地掌握数学知识。尽管这种教学法因其能够促进学生学习兴趣与创新思维而不断被开发与推广,但在实践中却存在着一些误区。本文探讨情境过载、情境设计失谐、忽略数学本质及评估局限性的错误观点,深入剖析了产生这些错误的根本原因,并提出平衡情境及数学概念、促进教师培训的建议、优化教学资源与环境、构建综合评价体系的策略。最后本文对数学情境教学所取得的效果进行了总结,并对其进行展望。Mathematical situational teaching is based on constructivism and situational cognition theory, takes situational guidance as a method, and closely combines students’ daily life with social reality as a teaching means, aiming to help students better master mathematical knowledge. Although this teaching method has been continuously developed and promoted because it can promote students’ learning interest and innovative thinking, there are some misunderstandings in practice. This article delves into the misconceptions of contextual overload, contextual design disharmony, neglect of the essential nature of mathematics, and assessment limitations. It provides an in-depth analysis of the root causes of these misconceptions and proposes strategies to balance contextual and mathematical concepts, facilitate teacher training, optimize teaching resources and environments, and establish a comprehensive evaluation system. Finally, the article summarizes the effects achieved by contextual teaching in mathematics and offers an outlook for its future development.
