指向高阶思维的高中数学情境问题链的设计路径与实施

Design Path and Implementation of a High-School Mathematics Situational Problem Chain Aimed at Higher-Order Thinking

摘要: 培养学生高阶思维是高中数学核心素养落地的关键，而传统碎片化教学难以支撑这一目标。情境问题链是激发学生认知冲突与主动探究、驱动思维向高阶跃迁的有效载体。基于建构主义理论与SOLO分类理论，阐述情境问题链培养高阶思维的理论逻辑与价值意蕴，剖析了当前高中数学教学中推行情境问题链的现实困境，包括学生自主思考意识薄弱、教师情境创设与知识转化能力不足、课堂教学环节缺乏逻辑连贯的思维链条。针对上述困境，建构提出教学实施策略：一是以学生为中心，设计“启趣–探疑–拓思”的递进式问题链，引导思维纵深发展；二是以教师为主导，提升“情境创设–问题设计–思维评估”的专业素养，强化理论联系实际的能力；三是以课堂为阵地，构建“情境浸润–问题驱动–思维可见”的生态场域，确保教学链条的高效与连贯；四是以评价为引领，构建“过程性与发展性并重”的多元评价体系。研究旨在为高中数学教师设计并实施指向高阶思维的情境问题链，提供明确的设计路径与可行的实践参考。

Abstract: Cultivating students’ higher-order thinking is pivotal for translating senior-high mathematics core competencies into reality, yet traditional fragmentary instruction fails to support this goal. A situational problem chain—an interconnected series of context-embedded tasks—serves as a powerful vehicle for sparking cognitive conflict and active inquiry, thereby propelling thinking toward the higher-order domain. Grounded in constructivist learning theory and the SOLO taxonomy, this paper articulates the theoretical rationale and educational value of using situational problem chains to foster higher-order thinking. It diagnoses current implementation dilemmas in senior-high mathematics classrooms: weak student autonomy in thinking, teachers’ limited capacities in context creation and knowledge transformation, and absence of logically coherent thinking threads across instructional segments. To address these dilemmas, the study proposes a four-pronged implementation strategy: (1) Student-centred design of a progressive problem chain—“Ignite Interest → Explore Doubts → Expand Thinking”—to deepen thinking; (2) Teacher-led enhancement of professional literacy in “context design-question design-thinking assessment” to strengthen theory-practice links; (3) Classroom as the arena, constructing an ecological space of “context immersion-problem driving-thinking visibility” to ensure efficient and coherent instructional threads; (4) Evaluation as the lever, building a pluralistic system that balances process-oriented and development-oriented assessment. The research aims to offer senior-high mathematics teachers a clear design path and feasible practical reference for designing and implementing situational problem chains targeting higher-order thinking.