融入核心素养的高三数学复习课教学策略优化研究

A Study on the Optimization of Teaching Strategies for Senior Three Mathematics Review Classes Integrating Core Competencies

摘要: 随着《普通高中数学课程标准(2017年版2020年修订)》的深入实施，数学核心素养的培养已从理论构想迈向课堂教学实践的核心场域，成为引领高中数学教育深度变革的重要引擎。高三阶段教学兼具基础性、综合性与应试性等多重属性，既是学生数学知识体系系统化、结构化整合的关键期，亦是其数学思维品质与核心素养实现质的飞跃的阶段。这一特殊性对教师的课程理解、教学设计与实施效能提出了前所未有的高阶要求。本文立足于高三数学复习教学的真实情境，以六大数学核心素养为价值轴线与目标导向，深度融合“四基”“四能”的落实路径，系统建构了高三数学教学的战略框架与实践要点。研究围绕教材与教辅的创造性整合、练习与测试的协同化增效、浅层记忆与深度思考的辩证统一、专题突破与综合演练的动态统筹、学生综合学力与教师专业素养的共生共长等五大维度展开学理分析与实践探析，旨在形成一套兼具理论高度与实践深度的教学实施范式，为推动核心素养从课程理念向课堂教学行为的实质性转化提供可资借鉴的参考方案。

Abstract: With the in-depth implementation of the “Mathematics Curriculum Standards for Ordinary Senior High Schools (2017 Edition, 2020 Revision)”, the cultivation of core mathematical competencies has moved from a theoretical concept to the core of classroom teaching practice, becoming an important engine leading the deep transformation of high school mathematics education. The teaching in the senior year, which encompasses multiple attributes such as foundational, comprehensive, and exam-oriented nature, is not only a critical period for the systematic and structural integration of students’ mathematical knowledge systems but also a decisive stage for the qualitative leap in their mathematical thinking quality and core competencies. This particularity places unprecedented high-level demands on teachers’ curriculum understanding, instructional design, and implementation efficiency. Based on the authentic context of senior-year mathematics review teaching, this paper takes the six core mathematical competencies as the value axis and goal orientation, deeply integrates the implementation path of the “Four Basics” and “Four Abilities”, and systematically constructs a strategic framework and practical points for senior-year mathematics teaching. The research conducts theoretical analysis and practical exploration around five dimensions: the creative integration of textbooks and teaching aids, the synergistic enhancement of exercises and assessments, the dialectical unity of superficial memory and deep thinking, the dynamic coordination of thematic breakthroughs and comprehensive practice, and the symbiotic growth of students’ comprehensive learning ability and teachers’ professional competence. It aims to form a teaching implementation paradigm with both theoretical height and practical depth, providing a reference path for promoting the substantive transformation of core competencies from curriculum concepts to classroom teaching behaviors.