指向自主学习能力培养的高中数学前置性学习任务设计——以费曼学习法为实施路径

Design of Preliminary Learning Tasks in Senior High School Mathematics to Cultivate Autonomous Learning Ability—Implementing the Feynman Technique as a Pathway

摘要: 培养学生自主学习能力是高中数学教育落实核心素养目标的关键环节，也是为其终身学习与发展奠定基础的核心任务。在数学教学中，以核心概念与思想方法为载体，设计以费曼学习法为路径的前置性学习任务，能够有效提升学生的自主学习能力。此类任务具有思想的先行性、体系的建构性、逻辑的严谨性与问题的生成性等特征，能够反向重塑课堂教学样态，推动课堂从知识传授向思维互动场转型。具体设计路径包括：阐释概念本源，追溯数学思想，提升数学抽象能力；推演定理公式，明晰逻辑依据，锤炼逻辑推理能力；图解知识结构，构建体系关联，发展系统化思维能力；解剖典型例题，领悟思想方法，提升模型化思维能力；创生数学问题，激发批判创新，培育创新性思维能力。通过系统化任务设计，为学生自主学习能力的培养提供了可操作的实践方案。

Abstract: Cultivating students’ autonomous learning ability is a key link for senior high school mathematics education to implement the goal of core literacy, and also a core task to lay the foundation for their lifelong learning and development. In mathematics teaching, with core concepts and ideological methods as carriers, designing preliminary learning tasks based on the Feynman Technique can effectively improve students’ autonomous learning ability. Such tasks have the characteristics of ideological precedence, systematic construction, logical rigor and problem generation, which can reversely reshape the classroom teaching pattern and promote the transformation of the classroom from knowledge impartment to a thinking interaction field. The specific design paths include: interpreting the origin of concepts, tracing mathematical ideas, and improving mathematical abstraction ability; deducing theorems and formulas, clarifying logical bases, and refining logical reasoning ability; diagramming knowledge structures, constructing systematic connections, and developing systematic thinking ability; analyzing typical examples, comprehending ideological methods, and enhancing modeling thinking ability; creating mathematical problems, stimulating critical innovation, and cultivating innovative thinking ability. Through systematic task design, this paper provides an operable practical plan for the cultivation of students’ autonomous learning ability.