基于WWH模式课程思政融入中学数学的教学设计研究——以“余弦定理”为例

Research on Teaching Design of Integrating Curriculum Ideology and Politics into Middle School Mathematics Based on WWH Model—A Case Study of the Law of Cosines

摘要: 针对当前中学数学课程思政实践中思政元素挖掘缺乏系统性、融入意义阐释模糊、融入方式生硬、德育与学科教学“两张皮”等突出问题，本文以WWH (What-Why-How)模式为分析框架，以高中数学“余弦定理”为教学载体，按照“是什么–为什么–如何做”的逻辑链条，从知识本质、发展历程、应用场景、思维方法四个维度系统挖掘定理蕴含的科学精神、数学文化自信、社会责任等思政元素，并从契合核心素养培养目标、破解数学教学“价值困境”、落实立德树人根本任务三方面阐释思政融入的育人价值，进而构建“知识探究–能力培养–价值塑造”三位一体的课堂教学设计，依托大国基建真实工程情境开展教学实践，采用质性研究与量化研究相结合的方法检验实施效果。研究表明：WWH模式能够推动思政元素与数学知识的无痕融合，在发展学生数学建模、逻辑推理等核心素养的同时，有效增强学生的学习兴趣、学科认同与家国情怀，培育严谨求实的科学态度，为中学数学课程思政的系统化实施提供了可操作的参考范例。

Abstract: In response to the practical problems in curriculum ideology and politics in middle school mathematics—such as the lack of systematic mining of ideological-political elements, vague interpretation of the significance of integration, rigid integration approaches, and the disconnect between moral education and subject instruction—this paper takes the WWH (What-Why-How) model as the analytical framework and the Law of Cosines in senior high school mathematics as the teaching carrier. Following the logical chain of “What-Why-How”, it systematically explores the ideological-political elements embedded in the theorem, including scientific spirit, confidence in mathematical culture, and social responsibility, from four dimensions: the essence of knowledge, historical development, practical application, and thinking methods. The paper further interprets the educational value of ideological-political integration from three aspects: aligning with the cultivation goals of core competencies, resolving the “value dilemma” of mathematics teaching, and implementing the fundamental task of fostering virtue through education. On this basis, it constructs a three-in-one instructional design featuring “knowledge inquiry, ability cultivation, and value shaping”, and carries out teaching practice based on real scenarios of major national infrastructure projects, with the implementation effect examined through a combination of qualitative and quantitative research. The results show that the WWH model facilitates the seamless integration of ideological-political elements with mathematical knowledge. While developing students’ core competencies such as mathematical modeling and logical reasoning, it effectively enhances their learning interest, subject identity, and devotion to the homeland, and cultivates a rigorous and realistic scientific attitude, providing an operable reference example for the systematic implementation of curriculum ideology and politics in middle school mathematics.