核心素养导向下高中数学深度学习的框架构建与实践探索——以“二次函数”为例

Construction and Practical Exploration of Deep Learning Framework in High School Mathematics Guided by Core Competencies—A Case Study of “Quadratic Functions”

摘要: 针对当前高中数学教学存在的知识碎片化、思维浅表化等问题，研究者构建了以“目标重构、情境创设、问题驱动、思维进阶、评价反思”为核心的五维深度学习框架。该框架以“二次函数”单元教学为例，通过创设“篮球轨迹”“拱桥设计”等真实情境，设计递进式问题链与建模任务，引导学生经历完整的探究过程，并系统实施了思维可视化与多元评价反思机制。实践反馈表明，该框架具有较强的可操作性，有助于提升学生的知识整合能力与高阶思维水平，有效促进数学抽象、逻辑推理和数学建模等核心素养的落实，为一线教师开展深度教学提供了明确的实践路径与案例参考。

Abstract: To address the issues of knowledge fragmentation and superficial thinking prevalent in current high school mathematics instruction, the researchers constructed a five-dimensional deep learning framework centered on “goal reconstruction, situational creation, problem-driven inquiry, cognitive advancement, and evaluative reflection”. Taking the “quadratic functions” unit as an empirical case, the framework employs authentic contexts such as “basketball trajectories” and “arch bridge design”, designs progressive problem chains and mathematical modeling tasks, guides students through complete inquiry processes, and systematically implements thinking visualization along with multiple evaluation-reflection mechanisms. Practical feedback demonstrates that this framework exhibits strong operability, contributes to enhancing students’ knowledge integration capabilities and higher-order thinking skills, and effectively facilitates the cultivation of core competencies including mathematical abstraction, logical reasoning, and mathematical modeling. It provides explicit practical pathways and case-based references for frontline teachers to implement deep instructional practices.