Geometric Deconstruction and Pedagogical Adaptation of Stilt-House Architecture—Project-Based Learning Design for Junior High School "Geometry and Geometric Figures"

Abstract

This paper closely follows the requirements of the Compulsory Education Mathematics Curriculum Standards, grounded in the realities of mathematics education in ethnic regions. It takes Zhuang ethnic stilt-house architecture as its research subject, systematically exploring the geometric wisdom embedded within it.Guided by project-based learning theory and adhering to principles of holistic planning, authentic contexts, and task-driven approaches, the project-based teaching design "Exploring Stilt Houses: I Am an Ethnic Architect" was developed. Through a closed-loop cycle of cultural immersion—task-driven learning—knowledge construction—exploratory practice—cultural elevation, students complete tasks such as geometric analysis reports and model construction. In junior high school mathematics, the Geometry and Geometric Shapes section serves not only as the core vehicle for cultivating students' spatial awareness, geometric intuition, and logical reasoning abilities, but also as a vital bridge connecting abstract mathematical knowledge to the real world. It holds significant importance for students' mathematical development. This approach enriches the research dimensions of ethnic mathematical culture, provides a replicable teaching paradigm, assists in overcoming the abstraction challenges in geometry instruction, and offers reference for innovative development in mathematics education within ethnic regions.