%0 Journal Article
%T 初中数学思想方法教学策略研究
Teaching Research on Teaching Strategies for Middle School Mathematics Thinking Methods
%A 武思彤
%A 刘君
%J Advances in Education
%P 1446-1450
%@ 2160-7303
%D 2025
%I Hans Publishing
%R 10.12677/ae.2025.154709
%X 《义务教育数学课程标准(2022年版)》明确提出数学教育应以核心素养为导向，而当前初中数学教学仍普遍存在“重知识轻思想”的实践困境。本研究以数学思想方法为切入点，通过理论构建与实证分析，探索素养导向的教学策略。基于文献研究法，系统梳理数学思想方法的理论内涵。运用案例分析法开发差异化教学策略，针对现状提出实践建议：重构教学目标体系，增设思想方法维度；开发跨学科主题案例库，促进“三会”素养落地；构建“教–学–评”一体化机制，强化过程性评价。本研究为新课标背景下数学课堂转型提供理论依据与实践范式，推动教学从“知识本位”向“素养本位”的实质性转变。
Mathematics Curriculum Standards for Compulsory Education (2022 edition) clearly puts forward that mathematics education should be guided by core literacy, and the practical dilemma of junior middle school mathematics teaching is still widespread in “valuing knowledge over thought”. This study takes the mathematical thought method as the starting point, and explores the literacy-oriented teaching strategies through theoretical construction and empirical analysis. Based on the literature research method, the theoretical connotation of the mathematical thought method is systematically sorted out. Through case analysis method, differentiated instructional strategies are developed. Based on current educational realities, three practical recommendations are proposed: restructuring the teaching objective system by incorporating a dimension focused on thinking methods; developing an interdisciplinary thematic case library to facilitate the implementation of the “Three Meetings” competencies and constructing an integrated mechanism of teaching, learning, and assessment to strengthen process evaluation. This study provides theoretical basis and practical paradigm for the transformation of mathematics classroom under the background of new curriculum standards, and promotes the substantial transformation of teaching from “knowledge based” to “quality based”.
%K 数学思想方法，
%K 核心素养，
%K 教学策略，
%K 新课标，
%K 初中数学
Mathematics Thought and Method
%K Core Accomplishment
%K Teaching Strategy
%K New Curriculum Standard
%K Junior High School Mathematics
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=113438