《普通高中数学课程标准》 ( 2017 年版 2020 年修订）中强调学科核心素 养是育人价值的集中体现，是学生通过学科学习而逐步形成的正确价值观念、必 备品格和关键能力 [23]。在高中数学核心素养体系的构建中，逻辑推理的培养有助 于提升学生的数学思维。而类比推理作为逻辑推理的一种重要形式，也是高中数 学教学和数学学习的一个重要手段，可以根据数学对象的相似特征完成新知识的 学习和数学体系的构建。通过类比推理的学习，可以培养学生的数学核心素养， 从而会用数学的思维观察思考现实世界。因此，在高中数学课堂教学中注重如何 系统地培养学生的类比推理能力显得尤为重要 。

本文通过对相关文献分析，了解到学者对核心素养的研究更偏向于理论研究， 在课堂教学落地研究的较少，尤其是有关类比推理的核心素养 ．结合这一情况， 本人对所在学校的三个年级数学教师进行访谈和问 卷调查 ， 了解到类比推理在高 中数学课堂的教学困难主要包括教材、教师和学生 三个方面．主要原因是忽略了 核心素养的重要价值、在进行类比时形式化 、 忽视类 比推理构建知识的过程以及 对于高中不同阶段类比推理能力培养的重点有所不同。

结合类比推理在高中数学课堂中的困难和成因 ， 分别从不同年级选择不同的 课堂类型和内容。再通过对三个年级三个班级的课堂观察，以新授课、习题课和 复习课为载体 ， 分别从课堂特点分析 、 教材内容分析 、 重难点分析及突破进行教 学过程设计优化。然后提出可行性建议，即在高一 阶段，要重视新授课的情景引 入，注重知识概念的生成过程，在高二阶段， 关注习题课， 重视学生逻辑推理能 力和理性思维的培养在高三阶段，重视复习课的设计和学习方法的选择，引导 学生去体会研究探索的过程，构建数学知识体系．

The The Mathematics Curriculum Standards for Ordinary High Schools (2017 Edition, revised in 2020) emphasizes that the core quality of disciplines is a concentrated expression of the value of educating people, which can gradually form correct values, necessary character and key abilities [23]. In the construction of high school mathematics core literacy system, the cultivation of logical reasoning is helpful to improve students' mathematical thinking. As an important form of logical reasoning, analogical reasoning is also an important means of high school mathematics teaching and learning. It can complete the learning of new knowledge and the construction of mathematical system according to the similar characteristics of mathematical objects. Through the study of analogical reasoning, students can develop their core mathematical literacy, so that they can observe and think about the real world with mathematical thinking. Therefore, it is particularly important to pay attention to how to systematically cultivate students' analogical reasoning ability in high school mathematics classroom teaching.

Through the analysis of relevant literature, this paper understands that scholars' research on core literacy is more inclined to theoretical research, and there are few researches on the landing of classroom teaching, especially on the core literacy of analogical reasoning. In combination with this situation, I interviewed three grade math teachers in my school and observed the classroom of three teachers, and learned that the teaching difficulties of analogical reasoning in high school math classroom mainly include textbooks, teachers and students. The main reasons are ignoring the important value of core literacy, formalizing the analogy, ignoring the process of analogical reasoning to build knowledge, and different emphasis on the cultivation of analogical reasoning ability in different stages of high school.

According to the difficulties and causes of analogical reasoning in high school math classes, different class types and contents are selected from different grades. Taking the new teaching, exercise class and review class as the carrier, the teaching process design is carried out from the analysis of classroom characteristics, textbook content, key and difficult points and breakthrough. Then the feasible general suggestions are put forward, that is, in senior one, we should pay attention to the introduction of new teaching situations and the generation process of knowledge concepts. In the second stage of senior high school, attention is paid to exercise classes, attach importance to the cultivation of students' logical reasoning ability and rational thinking; In the senior three stage, emphasis should be placed on the design of review courses and the choice of learning methods to guide students to experience the process of research and exploration and build a mathematical knowledge system.