随着科技社会的不断发展，国与国之间的竞争转变为创新型人才之间的竞争。尤其自强基计划开始实施以来，国家对拔尖创新人才的需要越发迫切。数学竞赛在基础教育阶段为拔尖创新人才的挑选和培养弥补了很多空白，以其能普及思想文化，培养创造性思维，激发学生学习兴趣，历练学生毅力而广受欢迎。波利亚“怎样解题”表中的问题和建议不仅能为解题提供指导，更为学生学习能力的提升提供了帮助，将其与数学竞赛课程融合，二者相得益彰。

本研究通过文献研究法明确了研究问题为“波利亚‘怎样解题’表如何影响学生课堂参与度，学生解题规范性和学生对较难不等式问题的应对？”，结合数学竞赛不等式教学和教学班实际情况需要，归纳整理出了将波利亚“怎样解题”表运用于不等式习题课教学实践的策略：抽丝剥茧，理解题意、探微索隐，构筑思路、成竹在胸，书写步骤、触类旁通，总结经验。

本研究借助观察法，实践研究法和访谈法，以20名高二学生为教学对象开展不等式习题课教学实践。通过在实践中对学生的课堂表现，作业完成情况等进行观察和对学生收获进行访谈，研究表明，波利亚“怎样解题”表与高中数学竞赛不等式的融合，为学生厘清了解题步骤背后的奥秘，提升了其课堂参与度；为学生构筑了解题的思路，促进了其书写规范准确；为学生挖掘了潜在信息，提高了其解题自信心。

With the continuous development of the scientific and technological society, the competition between countries has changed into a competition between innovative talents. Especially since the implementation of the Strong Foundation Plan, the country's need for top-notch innovative talents has become more and more urgent. Mathematics competitions have filled many gaps in the selection and cultivation of top-notch innovative talents in the basic education stage, and are widely popular for their ability to popularize ideology and culture, cultivate creative thinking, stimulate students' interest in learning, and train students' perseverance. The questions and suggestions in Polya's "How to Solve Problems" table not only provide guidance for problem solving, but also help students improve their learning ability, which can be integrated with the math competition curriculum, and the two complement each other.

Combined with the needs of mathematics competition inequality teaching and the actual situation of the teaching class, this study summarized and sorted out the strategies of applying the Polya-like problem solving table to the teaching practice of inequality exercises: peeling off the cocoon, understanding the meaning of the question, exploring the subtleties, constructing ideas, making bamboo in the chest, writing steps, touching the class, and summarizing experience.

With the help of observation method , practice research method and interview method, 20 sophomore students were used as the teaching object to carry out the teaching practice of inequality exercises. Through the observation of students' classroom performance and homework completion, and interviews with students on their gains, the research shows that the integration of Polya's "how to solve problems" table and the inequality of high school mathematics competition can clarify the mystery behind the problem-solving steps for students, improve their participation in class, construct the idea of solving problems for students, promote the standardization and accuracy of their writing, and dig out the potential information for students and improve their self-confidence in solving problems.