A Study Of The Design And Practice Of Teaching Context Based On Constructivist Perspective

Mathematics teaching is established under the guidance of a certain thought which has systematical, typical, and relatively stable structure. It reflects the theoretical background and have a certain practical operability, it is the bridge between theory and practice. Under the guidance of the constructivist theory, mathematics teaching is not only moving from the traditional teaching which focus on mathematics content changes to a focus on mathematics teaching learning process, but also in the process they are inseparable from the creation of mathematical contexts.The study is divided into three parts:1. Through reviewing a number of related literature, analyzing of teaching mathematics at home and abroad and their status of the development process. Before constructivist theory has not entered our country, teaching mathematics in China mainly pay attention to motivational teaching a new lesson,review the old one,check the effect of a used mode of the same teaching. Teaching theory of construction is the beyond and criticism of traditional teaching. at the same time, it is also the foundation of constructivist teaching theory. After the introduction of constructivist mathematics teaching mode, the reform of mathematics teaching mode is greatly advanced, the current model of constructivist mathematics teaching in the implementation of the steps have a common link - creation of contexts.2. Analysis and elaboration of the theory of situated cognition in situated cognition theory of learning under the guidance of emphasis in the teaching concept of using real life circumstances presented complex issues, and create a problem situation, to help students solve problem in the activation of knowledge, start thinking, in this way to cause the internal driving force. And student learning activities must be anchored in real contexts in order to inspire students with innovative spirit and innovation.3. Constructivist Teaching in the full view and understanding of situations on the basis of cognitive theory, the two are the same strain. This paper carried out the construction-based teaching and creation of situations to explore, for different content, creating different ways of teaching situations, organizing class teaching.With a corresponding teaching cases, each case of the creation of skills teaching situation and evaluation of teaching effectiveness provides a useful reference for the teaching of mathematics.