建构主义认识论认为:数学教学是数学活动的教学,是引导学生经历数学思维过程的教学。因此,“数学教学不能从定义开始,应从实际开始。”所谓的实际,就是指学生的学习实际、生活实际、思想实际和社会实际。数学课堂教学设计的重心,就应该以这些实际为出发点,精巧的为学生设计出不断激发学生思考和创新的问题情境。精巧的问题是数学教学活动的心脏,是培养学生创造性思维 Constructivism epistemology holds that mathematics teaching is a teaching of mathematics activities and a teaching of guiding students through the process of mathematical thinking. Therefore, “Mathematics teaching can not start from the definition, should start from the reality.” The so-called actual, refers to the student’s learning reality, actual life, ideological reality and social reality. Maths classroom teaching design center of gravity, should be based on these practical as a starting point, exquisitely designed for students to constantly stimulate students’ thinking and innovation of the problem situation. The delicate problem is the heart of mathematics teaching activities, is to develop students’ creative thinking