本文旨在探讨高中数学教学中知识可视化的应用，以提升学生的学习兴趣和教学效果。基于《普通高中数学课程标准（2017年版2020年修订）》，本文提出了一个综合的可视化教学理论框架，并设计了相应的教学方案。通过文献综述和案例分析，本文梳理了国内外数学可视化教学的现状，并指出了国内研究在理论支撑方面的不足。文章探讨了可视化教学的理论基础，包括认知负荷理论、双重编码理论和建构主义学习理论，并据此提出了五条数学可视化教学设计原则。重点介绍了两种外部可视化教学工具——思维导图和GeoGebra软件，并提出了选择数学可视化教学工具的标准。文章还通过实例展示了如何将可视化工具应用于实际教学中，并为不同数学模块提出了具体的可视化教学策略和活动设计。最后，本文展望了未来研究的方向，包括进行实证研究、关注教师专业成长和学生个性化需求、构建反馈评估机制，以及融合新兴技术。

This article aims to explore the application of knowledge visualization in high school mathematics teaching to enhance student interest and teaching effectiveness. Based on the "General High School Mathematics Curriculum Standards (2017 Edition, Revised 2020)", this paper proposes a comprehensive theoretical framework for visualization in teaching and designs corresponding teaching plans. Through literature review and case analysis, the current state of mathematics visualization teaching both domestically and internationally is examined, highlighting the lack of theoretical support in domestic research. The article discusses the theoretical foundations of visualization teaching, including Cognitive Load Theory, Dual Coding Theory, and Constructivism Learning Theory, and based on these, proposes five design principles for mathematics visualization teaching. It focuses on two external visualization teaching tools—mind maps and GeoGebra software—and sets out criteria for selecting mathematics visualization teaching tools. The article also demonstrates how visualization tools can be applied in actual teaching, offering specific visualization strategies and activity designs for different mathematics modules. Finally, the paper looks forward to future research directions, including conducting empirical studies, focusing on teacher professional development and student personalized needs, building feedback and assessment mechanisms, and integrating emerging technologies.