指向高阶思维培养的高中数学“问题提出”教学策略研究——以“函数奇偶性”为例

Research on the Teaching Strategies of “Problem Posing” in Senior High School Mathematics Oriented to the Cultivation of Higher-Order Thinking—A Case Study of “Odd and Even Functions”

摘要: 在呼唤拔尖创新人才培养与落实核心素养的背景下，培养高阶思维人才是各国的战略选择。高阶思维是提升学生数学核心素养的关键要素，问题提出教学是撬动学生高阶思维发展的有效路径。基于布鲁姆的认知层次理论和蔡金法的问题提出模式，本文构建了策略性、批判性、创造性三维高阶思维评价框架，并提炼出四条实施策略，即精心设计问题提出任务情境；设计恰当的教师引导语；恰当组织学生提出问题；重视对学生所提问题的反馈。并以高中数学“函数奇偶性”为载体，结合问题提出教学“教师设计问题情境–教师设计引导语–学生提出问题–师生处理问题”四环节流程进行分析，旨在为高中数学课堂通过问题提出教学发展学生高阶思维提供参考。

Abstract: In the context of calling for the cultivation of top-notch innovative talents and the implementation of core literacy, the cultivation of high-level thinking talents has become a strategic choice for all countries. High-level thinking is a key element in enhancing students’ core literacy in mathematics, and problem-posing teaching is an effective path to promote the development of students’ high-level thinking. Based on Bloom’s cognitive hierarchy theory and Jinfa Cai’s problem-posing model, a three-dimensional high-level thinking evaluation framework of strategic, critical and creative thinking was constructed in this paper, and four implementation strategies were distilled, that is, carefully designing problem-posing task situations; designing appropriate teacher guidance language; appropriately organizing students to pose questions; and attaching importance to feedback on the questions raised by students. Taking the high school mathematics “odd and even functions” as the carrier, and combining the four-step process of problem-posing teaching “teacher designs problem situations-teacher designs guiding language-students pose questions-teachers and students handle questions” for analysis, the aim is to provide a reference for the development of students’ high-level thinking in high school mathematics classrooms through problem-posing teaching.