鞍山师范学院学报

以初中几何“三角形中位线定理”的命题教学为例，基于发生教学法进行教学设计研究：以创设问题情境作为切入点，引导学生思考三角形中位线与第三边的位置关系和数量关系，深入理解中国古代数学思想，明确知识产生的合理性与必要性，并能运用所学定理解决实际问题。实践表明，这种教学设计可以有效激发学生的学习动机，促进学生对定理本质的理解和数学思想方法的感悟。

Using the teaching of the triangle midsegment theorem in secondary school geometry as a case study,this paper examines an instructional design based on the genetic teaching method.The instruction begins by establishing a problem-based scenario,through which students investigate the positional and quantitative relationships between a triangle′s midsegment and its third side.This process fosters a deeper appreciation of traditional Chinese mathematical thinking,clarifies the rationality and necessity of knowledge generation,and enables students to apply it to solve practical problems.The results indicate that this instructional design effectively motivates students,deepens their grasp of its essence,and enhances their comprehension of mathematical thinking methods.