建构观认为：人的认识活动的本质是主体的主动建构的过程．“必须把学生看成一个个的主体”，教师的责任在于为学生的学习活动创造一个合适的“社会”环境，让学习者通过与周围环境的相互作用，通过自身的经验来建构自己的理解．本课的设计较具体的说明了，高中的数学课，也完全可以并需要更多的去体现学生的主体性．因为 中学数学中，有许多公式定理，教师只需稍加点拨，学生完全有能力自己把它推导出来． 对于这样一些内容，在由教师创造导引出的合适环境下，通过“做、议、比、问”等多种活动，学生间有探讨、交流，师生间有质疑、讨论、辨识，让学生主动地来建构自己的理解，比单纯的听老师一个人“灌注”，肯定会学得更活泼，学得更带劲，领悟得也就更好更深！ 你是否愿意实践甚至对比实验一下：让学生通过教学活动，通过自己的领悟理解来学习数学． The concept of construction believes that the nature of man’s cognitive activities is the process of active construction of the subject. “The students must be regarded as the subject of one by one,” and the teacher’s responsibility is to create a suitable “social” environment for the students’ learning activities, so that the learners can build their understanding through their own experience through interaction with the surrounding environment. . The design of this lesson is more specific. High school mathematics classes can also and need more to reflect the student’s subjectivity. Because there are many formula theorems in middle school mathematics, teachers only need to dial a little, and the students are fully capable of deriving it. For such contents, under the appropriate environment led by teachers, the students have discussions and exchanges through activities such as “doing, discussing, comparing, and asking”. There are questions, discussions, and recognition among teachers and students. If students actively construct their own understanding, they will certainly learn more lively, learn more vigorously, and realize better and deeper! Are you willing to practice or even compare experiments: Let students learn mathematics through their own comprehension and understanding through teaching activities.