六模块建构式课堂是指教师依据课程标准和学生实际,确定适宜的教学目标,围绕教学目标系统把握教材和适当整合其他教学资源,灵活选择运用自学质疑、交流展示、互动探究、精讲点拨、矫正反馈、迁移运用六模块,建构促进学生自主学习,实现对话交流、动态生成、合作共享,实现学生知识、能力与情感协同发展的课堂。这种模式的特点是在全面实施素质教育和规范办学的背景下,以改进教与学的方式为宗旨,立足学生的主动发展,以“学”为中心开展课堂教学,遵循“先学后教,以学定教,以学促教,能学不教”的基本原则,充分激发学生的求知欲和展示欲,这是我们课改以来一直探寻期盼的高效课堂。但是,我们在具体的实施过程中,尤其是在初中数学的教学实际中却遇到了很多问题,需要进一步地去探索和改进。 Six-module constructivism classroom refers to the teacher based on the curriculum standards and the actual students to determine the appropriate teaching objectives, teaching materials around the teaching objectives and appropriate integration of other teaching resources, the flexibility to choose the use of self-doubt, exchange and display, interactive exploration, Corrective feedback, the use of six modules of migration, construction to promote student self-learning, dialogue and exchange, dynamic generation, cooperation and sharing, to achieve students knowledge, ability and emotional development of the classroom. This model is characterized by the full implementation of quality education and standardize the background of education, to improve the teaching and learning methods for the purpose, based on the initiative of students to develop, “learning ” as the center for classroom teaching, follow Post-secondary education, learning to teach, teaching to promote teaching, can not learn to teach "the basic principles, and fully stimulate the students curiosity and display desire, which is our lesson has been looking forward to looking forward to the efficient classroom. However, we encountered many problems in the concrete implementation process, especially in the teaching practice of junior high school mathematics. We need to explore and improve further.