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情境认知理论的发展,得益于人类认知科学理论和行为科学理论的有效指导,在生态心理学的基础之上形成了人类认知的有效转化。从情境认知理论的内涵来看,是建构主义理论在教学中的体现。以初中数学教学为例,情境认知理论指导下的初中数学教学建立在情境设置的前提之下,是教学主体主动参与教学实践的一种体现。真实的教学情境下,教师的教学内容从抽象转化为具体,这与建构的涵义有所不同。本文就初中数学教学与情境认知理论的结合进行了细致阐述。
The development of contextual cognition theory has benefited from effective guidance of human cognitive science theory and behavior science theory, and has formed an effective conversion of human cognition on the basis of ecopsychology. From the connotation of situational awareness theory, it is the embodiment of constructivism theory in teaching. Taking junior middle school mathematics teaching as an example, junior high school mathematics teaching under the guidance of context cognition theory is based on the premise of situational setting, which is a manifestation of the active participation of teaching subjects in teaching practice. Under the real situation of teaching, the content of teacher’s teaching is changed from abstract to concrete, which is different from the meaning of construction. This article elaborates on the combination of junior high school mathematics teaching and situational awareness theory.