CTI模式下培养高中生逻辑推理素养的课例实践研究——以“等差数列的前n项求和公式”为例

A Case Study on Cultivating High School Students’ Logical Reasoning Competence in CTI Mode—Taking the “Formula for the Sum of the First n Terms of an Arithmetic Sequence” as an Example

摘要: 随着教育数字化与社会信息化的快速发展，培养创新能力人才已成为教育改革的核心方向，强调核心素养的培育以适应新时代的需求。针对等差数列教学内容的探究存在内容难理解，操作易出错等问题，该部分需要反思的问题多，便于培养数学逻辑推理，采用CTI教学模式，以“等差数列的前n项求和公式”为例进行实践研究。研究表明，CTI模式能有效提升课堂参与度、增强学习氛围，突出学生的主体地位，加深对知识的理解和掌握，数学逻辑推理素养水平得到提升，情感得到发展，并有助于发展学生的逻辑推理和解决问题的能力。CTI教学模式为数学教育提供了一种全新的视角，对于教育创新具有一定的推动作用。

Abstract: With the rapid advancement of educational digitization and social informatization, cultivating innovative talent has become the core direction of educational reform, emphasizing the development of core competencies to meet the demands of the new era. Teaching content on arithmetic sequences often faces challenges such as conceptual complexity and operational errors, necessitating extensive reflection to foster mathematical logical reasoning. This study employs the CTI teaching model, using the “formula for the sum of the first n terms of an arithmetic sequence” as a practical case study. Research indicates that the CTI model effectively enhances classroom engagement, strengthens the learning atmosphere, emphasizes student agency, deepens knowledge comprehension and mastery, elevates mathematical logical reasoning proficiency, fosters emotional development, and contributes to the growth of students’ logical reasoning and problem-solving abilities. The CTI teaching model offers a novel perspective for mathematics education and holds potential to advance educational innovation.