基于费曼学习法的高中生数学学习策略优化研究

Optimizing Mathematics Learning Strategies for High School Students Using the Feynman Technique

摘要: 在核心素养导向的课程改革背景下，优化高中生的数学学习策略以提升其自主学习能力与思维品质成为重要议题。针对当前高中生普遍存在的学习策略意识薄弱、元认知调控缺失及情感支持不足等问题，本研究探讨了将费曼学习法应用于高中数学学习的优化路径。研究首先通过两百份问卷调查分析了高中生数学学习策略的使用现状，发现学生在认知、元认知和情感策略上均存在不足，尤其元认知策略得分最低(M = 3.12)。在此基础上，构建了“理解–讲解–反馈–优化–迁移”五阶段策略优化模型，并经过为期八周的实施。相较于对照班，实验班学生在三类学习策略上的得分均显著提升，验证了费曼学习法在激活学生自我调控机制、优化学习策略结构方面的有效性。

Abstract: In the context of curriculum reform oriented towards core competencies, optimizing high school students’ mathematics learning strategies to enhance their autonomous learning ability and thinking quality has become an important issue. In response to common problems among high school students such as weak awareness of learning strategies, lack of metacognitive regulation, and insufficient emotional support, this study explores an optimized approach to applying the Feynman Technique in high school mathematics learning. The study first analyzed the current usage of mathematics learning strategies among high school students through 200 questionnaires, revealing deficiencies in cognitive, metacognitive, and affective strategies, with metacognitive strategies scoring the lowest (M = 3.12). Based on this, a five-phase strategic optimization model—“Understanding-Explanation-Feedback-Optimization-Transfer”—was constructed and implemented over an eight-week period. Compared to the control class, students in the experimental class showed significant improvements in scores across all three types of learning strategies, validating the effectiveness of the Feynman Technique in activating students’ self-regulatory mechanisms and optimizing the structure of their learning strategies.