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建构主义是融合皮亚杰、维果斯基等认知理论和美国上世纪60年代教改经验的基础上发展起来的,它摈弃了我国长期存在的“传授——接受”式的传统教学模式的弊端,构建了以“学生为主体,教师为主导”的新型师生关系,与当前高中数学新课改的宗旨不谋而合,对预设符合学生认知水平和时代发展需求的教学设计提出了一些基本要求.近年来,许多学校轰轰烈烈地开展关于建构主义的教学理论研究,也取得了一些成效,为开展建构主义教学实践提供了理论指导.一、建构主义的基本观点
Constructivism was developed on the basis of the cognitive theories of Piaget and Vygotsky and the experience of American education reform in the 1960s. Constructivism has abandoned the traditional “teaching-accepting” type of traditional teaching in China Model of the drawbacks, to build a “student as the mainstay, teacher-led ” new teacher-student relationship, and the current high school mathematics, the purpose of the new curriculum reform coincides with the default meet the cognitive level of students and the needs of the development of the times Teaching design has put forward some basic requirements.In recent years, many schools vigorously carry out research on the teaching theory of constructivism, but also achieved some results, which provide the theoretical guidance for carrying out constructivism teaching practice.First, the basic concept of constructivism