任何一种优秀教育方式的出现都有适合其发芽、成长的土壤.数学课堂中的“学案教学”也不例外.本文主要从心理学角度阐述了“学案教学”的理论基础.一、建构主义理论建构主义学习理论认为,知识的学习不是教师向学生传递的过程,而是学生主动建构知识的过程.也就是说按照建构主义的观点,知识在被个体接受之前,不能把知识作为预先确定了的东西传授给学生,不能用课本、专家等权威强迫压服学生,学生对知识的接 The emergence of any kind of excellent education has suitable for its germination and growth of soil.Mathematical classroom “case study teaching” is no exception.This article mainly from the psychological point of view “case study teaching ” theory First, the constructivist theory Constructivism theory that the learning of knowledge is not a teacher to the students pass the process, but students take the initiative to build knowledge that is to say that in accordance with the constructivist point of view, before being accepted by the individual knowledge can not Passing knowledge to students as pre-determined things can not be forcibly taken over by students with textbooks, experts,