From "Knowledge Transmission" to "Meaning Construction": A Study on the Application of Symbolic Interactionism in High School Mathematics Teaching
DOI:
https://doi.org/10.54097/0xxz6b70Keywords:
Symbolic Interactionism, High School Mathematics, Mathematical Symbols, Meaning Construction, Core CompetenciesAbstract
As a core theory at the intersection of sociology and educational psychology, symbolic interactionism emphasizes the logic of meaning construction that takes symbols as the medium, meaning negotiation as the core, and inter-subjective interaction as the path. It is highly consistent with the symbolic nature, competency-oriented orientation, and classroom interaction attributes of high school mathematics teaching. Currently, high school mathematics teaching generally faces practical dilemmas: "valuing knowledge transmission over meaning construction, valuing algorithm training over symbolic interaction, and valuing one-way lecturing over subject dialogue". Symbolic interactionism provides a brand-new theoretical perspective and practical path to address these dilemmas. This paper systematically elaborates the core connotation and educational implications of symbolic interactionism, and constructs an application framework for high school mathematics teaching from the perspective of symbolic interactionism in line with the core competency requirements of the General High School Mathematics Curriculum Standard (2017 Edition, 2025 Revision). It puts forward specific practical strategies from four dimensions: conceptual symbol generation, problem-solving thinking dialogue, classroom teaching interaction, and core competency development, so as to provide a new paradigm for the theoretical innovation and practice of high school mathematics teaching.
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