本文旨在研究高中生数学解题反思能力现状，提出并验证数学解题反思能力提升策略的有效性。本文首先通过文献分析界定了解题反思的概念，然后通过问卷调查分析高中生数学解题反思能力现状，发现学生普遍缺乏解题反思意识及有效的指导。基于此，本文提出高中生数学解题反思能力提升策略。教师指导策略：重视课堂导向性、教学内容设计、反思交流；学生培养策略：反思解题基础知识、思想方法、过程态度。通过实践，证明该提升策略有效提高了高中生的数学解题反思能力、数学平均成绩及优秀率。建议未来研究应进一步探索解题反思能力在不同学科及学习层次中的应用、细化解题反思能力提升策略。未来教学实践应加强解题反思能力培养，创设情境、加强师生交流、增加个性化反馈及指导，促进学生数学水平全面提高。

This paper aims to investigate the current status of high school students' mathematical problem-solving reflection ability and to propose and verify the effectiveness of strategies to enhance this capability. Initially, through literature analysis, the concept of problem-solving reflection is defined. Then, by conducting a questionnaire survey, the paper analyzes the current situation of high school students' mathematical problem-solving reflection ability, finding that students generally lack awareness of problem-solving reflection and effective guidance. Based on these findings, this paper presents strategies for enhancing high school students' mathematical problem-solving reflection ability. Teacher guidance strategies include emphasizing classroom orientation, instructional content design, and reflective communication; student cultivation strategies involve reflecting on basic problem-solving knowledge, thought methods, and process attitudes. Through practical application, these enhancement strategies have been proven to effectively improve high school students' mathematical problem-solving reflection ability, average mathematics grades, and rates of excellence. Future research should further explore the application of problem-solving reflection ability in different subjects and learning levels and refine the strategies for enhancing problem-solving reflection ability. Future teaching practice should strengthen the cultivation of problem-solving reflection ability, create scenarios, enhance teacher-student communication, increase personalized feedback and guidance, and promote a comprehensive improvement in students' mathematics levels.