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建构主义认为,知识不是通过教师传授得到,而是学习者在一定的情境,借助其他人(包括教师和学习伙伴)的帮助,利用必要的学习资料,通过意义建构的方式而获得。也就是说,在建构主义学习环境下,教学设计不仅要考虑教学目标分析,还要考虑有利于学生建构意义的情境的创设问题,并把情境创设看作是教学设计的最重要内容之一。在数学教学中创设教学情境我以为就要:利用(1)数学问题;(2)数学故事或历史;(3)实验;(4)活动等设置情境,以期达到预期的教学效果。
Constructivism holds that knowledge is not taught through teachers but that learners acquire information through the means of constructivism with the aid of other people (including teachers and learning partners) in the context of certain situations. That is to say, in the constructivist learning environment, instructional design should not only consider the analysis of teaching objectives, but also consider the creation of situations conducive to the construction of students’ sense of meaning and situational creation as one of the most important aspects of instructional design. In the teaching of mathematics to create a teaching situation I think it is necessary: to use (1) mathematical problems; (2) mathematical stories or history; (3) experiments; (4) activities such as setting the situation in order to achieve the desired effect of teaching.