新的《数学课程标准》指出:学生的数学学习活动不应只限于接受、记忆、模仿和练习,而应倡导自主探索、动手实践、合作交流、阅读自学等学习数学的方式,通过各种不同形式的自主学习、探究活动,让学生体验数学发现和创造的历程,发展他们的创新意识。因此我们在教学中应充分挖掘教材中的问题背景,为学生提供自主学习、探索创新的时间与空间,从而有效培养起学生的数学思维能力和创新意识。下面是“问题引导式”教学设计下的以“圆周角”为背景的一堂教学实录,意在尝试如何引导学生进行自主性学习与探究性活动。一、设计理念建构主义的学习理论认为:学习是学习者以自身已有的知识和经验为基础的主动建构活动。让学生亲身经历几何定 The new “Mathematics Curriculum Standard” points out that students should not only accept, remember, imitate and practice math learning activities, but also promote self-exploration, hands-on practice, cooperation and exchange, and reading self-study math. Forms of autonomous learning, inquiry activities, allowing students to experience the process of mathematical discovery and creation, and develop their sense of innovation. Therefore, we should make full use of the background of problems in teaching materials to provide students with autonomous learning and explore the time and space for innovation so as to effectively cultivate students’ mathematical thinking ability and innovative awareness. The following is a teaching record under the background of “Problem Guided ” instructional design under the background of “Circumference angle ”, trying to guide students to carry out autonomous learning and inquiry activities. First, the design concept Constructivism theory of learning that: learning is the learner’s own existing knowledge and experience-based initiative construction activities. Allow students to experience geometric geometry