课程思政视域下高中数学教学设计的实践探索——以“牛顿法”为例

A Practical Exploration of High School Mathematics Teaching Design under the Perspective of Curriculum-Based Ideological and Political Education—Taking the “Newton Method” as an Example

摘要: 在“课程思政”全面推进的背景下，文章以“牛顿法”教学为例，探讨高中数学落实立德树人的实践路径。实践表明，通过挖掘数学史能够有效激发学生的民族自豪感与文化自信；通过设计问题链，引导学生深刻领悟数学思想方法，同时培养其探索精神与严谨求实的科学态度。设计旨在实现知识传授、能力培养与价值引领的有机统一，为在高中数学课程中有效落实“立德树人”根本任务提供可借鉴的案例与思考。

Abstract: Under the background of the comprehensive promotion of “curriculum-based ideological and political education”, this paper takes the teaching of the “Newton Method” as an example to explore the practical path of implementing moral education in high school mathematics. Practice shows that exploring the history of mathematics can effectively stimulate students’ national pride and cultural confidence; by designing a chain of questions for inquiry, students can be guided to deeply understand mathematical thinking methods, while cultivating their spirit of exploration and rigorous scientific attitude. This design aims to achieve the organic unity of knowledge transmission, ability cultivation, and value guidance, providing a referable case and reflection for effectively implementing the fundamental task of “moral education” in high school mathematics courses.