大单元视域下高中数学直观想象素养发展路径——以立体几何初步为例

Development Path of Senior High School Students’ Intuitive Imagination Competency in Mathematics from the Perspective of Large-Unit Teaching—Taking Preliminary Solid Geometry as an Example

摘要: 随着素养导向的大单元教学改革持续推进，直观想象作为高中数学核心素养之一，成为学生处理立体几何问题的关键能力。当前，立体几何教学常出现重定理记忆、轻图形感知，重习题训练、轻空间建构的现实问题。基于此，文章依托大单元教学、布鲁姆认知目标分类等理论，构建“实物情境感知–图形结构化拆解–问题变式探究–复盘归纳迁移”四阶发展框架，以立体几何初步单元为载体阐释各环节实施方式与素养生成机制，为高中立体几何大单元教学提供可操作的实践参考。

Abstract: With the continuous advancement of competency-oriented large-unit teaching reform, intuitive imagination, one of the core competencies of senior high school mathematics, serves as a critical ability for students to solve solid geometry problems. At present, solid geometry teaching is frequently confronted with practical problems: overemphasis on theorem memorization while neglecting graphical perception, and excessive focus on exercise drilling while ignoring spatial construction. Drawing on theories including large-unit teaching and Bloom’s taxonomy of cognitive objectives, this paper constructs a four-stage developmental framework: “perception in physical object contexts - structured decomposition of figures - inquiry through variant problems - review, induction and transfer”. Taking the preliminary solid geometry unit as the carrier, it illustrates the implementation approaches of each stage and the mechanism of competency formation, so as to provide operable practical references for large-unit teaching of solid geometry in senior high schools.