一、微型探究课题的内涵与操作要领建构主义教学观认为,学习不是由教师把知识简单地传授给学生,而是学生在原有认知结构的基础上,利用丰富的感性认识,亲历质疑、剖析、抽象、体会、感悟,建构新知的过程,从而促进学生对所学知识的主动建构,完善自己的认知结构.然而,不少教师受传统教学观念和教育功利性等因素的影响,仍然喜欢传统数学教学中以“知识概要→范例分析→学生模仿→巩固强化”为特征的流程式教学模式,导致学生处于被动同化认知状 First, the connotation and operation of the micro inquiry topic The constructivist teaching view believes that learning is not simply taught by the teacher to pass the knowledge to the student, but the student uses the rich perceptual knowledge based on the original cognitive structure to experience the challenge and analysis. , abstraction, experience, comprehension, and the process of constructing new knowledge, so as to promote students’ active construction of the learned knowledge and improve their cognitive structure. However, many teachers are still influenced by factors such as traditional teaching concepts and educational utilitarianism. In the traditional mathematics teaching, the “process-based teaching model” characterized by “knowledge summary → paradigm analysis → student imitating → consolidate reinforcement” has resulted in students being passively assimilated