基于有意义学习理论的高中数学概念课导入策略研究
Research on Introductory Strategies for High School Mathematics Concept Lessons Based on Meaningful Learning Theory

奥苏贝尔有意义学习理论主要指符号所代表的新知识与学习者认知结构中已有的适当观念建立起实质性和非任意性联系的过程。数学概念是学生进行数学思维活动的基础，为了更好地进行概念教学，将奥苏贝尔的有意义学习理论拓展到高中数学概念课的导入中。借助实例分析有意义学习理论对导入环节的指导作用，并得到如下教学建议：优化导入素材设计，激发学习内驱力；关注认知结构发展，促进概念体系建构；注重课程结构设计，强化知识衔接。
Ausubel’s Meaningful Learning Theory primarily refers to the process by which new knowledge represented by symbols establishes substantive and non-arbitrary connections with appropriate existing concepts in the learner’s cognitive structure. Mathematical concepts serve as the foundation for students’ mathematical thinking activities. To enhance conceptual teaching, this study extends Ausubel’s Meaningful Learning Theory to the introduction of high school mathematics concept lessons. Through case analysis, the guiding role of meaningful learning theory in the introductory phase is examined, yielding the following pedagogical recommendations: optimizing the design of introductory materials to stimulate intrinsic motivation; focusing on the development of cognitive structures to facilitate conceptual framework construction; and emphasizing curriculum structure design to strengthen knowledge connections.