从活动理论看MP─Lab数学课堂的设计

Mp─Lab Mathematics Class’s Design Based on Activity Theory

兴起于20世纪20年代的活动理论一真作为一种思维框架贯创穿于人们做事的方法当中，当然在教育实践领域当中也有之发挥作用的地方。MP─Lab作为一种数学学习的认知工具，它强调通过学生的实践动手来达到意义建构的目的。首先，文章对活动理论系统各要素进行简要分析；然后，结合教学设计相关理论知识，对在活动理论指导下MP─Lab数学课堂教学设讪各要素之间的关系和特点进行分析；最后，通过一个完整的案例来透析活动理论对MP─Lab数学课堂教学设计的指导作用。

Activity theory originated from 1920s is one of the thinking framework to penetrate our ways of doing things. Of course， it is important in the practice field of education. MP─Lab that is a sort of mathematical learning’s cognitive tools emphasizes students’ ability of practice to achieve the purpose of construction of meaning. At first， the article briefly analyzes all elements of the activity theory system. Then， it combines the theory of instructional design and analyses all the elements’ relationship and characteristic of the MP─Lab mathematics class instructional design that is guided the activity theory. At last， it analyzes a whole case to dialysis the guiding role of activity theory for MP─Lab mathematics class instructional design.