建构主义认为,学习是在一定的情境下,通过人际间协作活动而实现的意义建构的过程。学生获取知识的过程是在他人(包括教师和学习伙伴)的帮助下,利用必要的学习资料,通过意义建构而获得的过程。按照建构意义,经过实践探索,我校构建出能提高课堂教学效率的“铁三角”教学流程及实施策略。一、质疑导入1.创趣设景新课开始时,教师要先对学生进行学情分析,对教材内容进行分析,对教学方法进行选择,对教学过 Constructivism holds that learning is the process of constructing meaning through interpersonal collaboration activities under certain circumstances. The process of acquiring knowledge by students is the process gained through the construction of meaning through the use of the necessary learning materials with the help of others (including teachers and learning partners). In accordance with the construction of significance, through practical exploration, our school to build “iron triangle” teaching process and implementation strategies to improve classroom teaching efficiency. First, questioned the import 1. Interesting scene set New class at the beginning, teachers should first student analysis of the situation, the textbook content analysis, the choice of teaching methods, teaching