建构主义把问题解决视为经验的重新建构过程,不仅主张以“问题”、“解决”作为学习载体,而且强调通过开放性问题来促进学生进行自由讨论,生生交流,师生合作,学生通过亲自尝试与实施方法策略,体验活动过程,与教师共同反思与评价活动效果,共同享受问题解决的成功所带来的愉悦。因此,在小学数学教学中实施问题情境式教学,把数学学习活动设置到复杂的、有意义的问题情境中,呈献给学生一个看得见、摸得着的教学背景,不但能激发学生的学 Constructivism considers problem solving as the process of reconstruction of experience. It not only advocates using “problem ” and “solution ” as the carrier of learning, but also emphasizes that through the open question to promote students ’free discussion, students’ , Students try and implement method strategies to experience the process of activities, and teachers together to reflect and evaluate the effectiveness of activities, to enjoy the joy of problem solving success. Therefore, the implementation of problem-based teaching in elementary mathematics teaching, the mathematics learning activities into complex and meaningful problem situations, presented to students a visible and touching teaching background, not only can stimulate students’ learning