费曼学习法视角下的高中生数学学习动机提升研究

Enhancing Senior High School Students’ Motivation in Mathematics Learning from the Perspective of Feynman Learning Technique

摘要: 研究基于费曼学习法的核心理念，从高中生数学学习动机现状出发，探讨了其在数学教学中的应用价值与促进机制。通过对200名高一学生进行问卷调查并抽取十人进行半结构化访谈发现：高中生普遍存在学习兴趣不足、目标模糊与自我效能感低等问题。引入费曼学习法后，学生在讲解、反思与重构环节中主动建构知识，显著提升了学习兴趣、自主性与课堂参与度。研究表明，费曼学习法通过满足学习者的自主性、能力感与关系性三大心理需求，促进了学习动机的内化与持续发展。本研究为高中数学教学改革提供了理论依据与实践路径。

Abstract: Based on the core concepts of the Feynman Learning Technique, this study, starting from the current state of mathematics learning motivation among senior high school students, explores its application value and mechanisms for promotion in mathematics teaching. Through a questionnaire survey involving 200 first-year senior high school students and semi-structured interviews with ten selected individuals, it was found that students commonly face issues such as insufficient learning interest, vague goals, and low self-efficacy. After the introduction of the Feynman Learning Technique, students actively constructed knowledge through processes of explanation, reflection, and reconstruction, significantly enhancing their learning interest, autonomy, and classroom participation. The research demonstrates that the Feynman Learning Technique promotes the internalization and sustained development of learning motivation by satisfying learners’ three basic psychological needs: autonomy, competence, and relatedness. This study provides a theoretical basis and practical pathways for the reform of senior high school mathematics teaching.