发展高中生的数学学科核心素养是细化落实立德树人根本任务、培养中国学生发展核心素养的必不可少的教育任务。本文的研究目的是探讨问题情境教学对于发展高中生的数学学科核心素养的积极作用，并提出问题情境教学的实施策略以真正实现核心素养的育人价值。为此，本文主要回答三个研究问题：1. 问题情境教学是否能提升高中生的数学学科核心素养？2. 问题情境教学的各个过程怎样促进高中生的数学学科核心素养的发展？3. 如何实施问题情境教学才能更有利于发展高中生的数学学科核心素养？

本研究选取了B市、Z市各两个班级的高中二年级学生，首先运用测验法分析问题情境教学对高中生的数学学科核心素养的提升作用。从描述性统计的结果来看，高中生六大数学学科核心素养发展不均匀，数学建模、数学抽象、逻辑推理等素养亟待提升。此外，男生与女生的数学学科核心素养没有显著性的差异，实践中的性别偏见需要消除。通过前后测的数据比较，可知经过一段时间的问题情境教学后，高中生的数学学科核心素养的确有了一定程度的发展。

案例分析的实证结果表明，问题情境教学过程的四个环节是培育学生数学学科核心素养的有效途径。合适的问题情境素材选取是创设有利于学生核心素养发展的教学情境的必要条件；在情境创设阶段，学生熟悉、类型合适、难度适中的情境激发了学生探索新知的动机，核心素养在学生主动探究的过程中得到了培育；新知学习阶段，学生在问题情境的架构下进行主动探索，在建构知识体系的过程中提升了核心素养；问题情境的拓展过程中，螺旋式的问题深化决定了情境的脚手架作用，知识的情境性和学生学习的过程体验得到了重视，长期教学成果的量的累积可以促进高中生数学学科核心素养的质的发展。

问题情境教学发展高中生数学学科核心素养的原因有：问题情境教学适应了“课标”对于创设有利于学生数学学科核心素养发展的教学情境的要求；问题情境教学中的情境问题能够帮助搭建学生认知的脚手架，引导学生把握数学知识的本质；问题情境教学注重学习的体验过程，契合了核心素养的育人理念。为优化问题情境教学，更有效地发展高中生的数学学科核心素养，本文基于实证证据所提出的策略如下：第一，应多种途径促进学生主动进行数学活动，发展高中数学学科核心素养；第二，应确保在教学中进行多种真实问题情境的创设；第三，还应在理论发展和实践教学中尊重学生在问题情境教学中的主体地位。本研究所提出的相关对策和建议有实证支撑，促进了情境教学理论的进一步丰富和完善，也可以为核心素养落地过程的实践提供建议和参考。

The development of key competency in mathematics of high school students is an essential educational task to refine and implement the value of cultivating Chinese students’ key ability. The purpose of this paper is to explore the positive role of problem situation teaching in the development of key competency in mathematics for high school students and put forward the implementation strategy of problem situation teaching in order to truly realize the key competency education value. Therefore, this paper mainly answers three research questions: 1. Can problem situation teaching improve the key competency of mathematics for high school students? 2. How can each process of problem situation teaching promote the key competency of mathematics for high school students? 3. How to implement problem situation teaching in order to be more conducive to the development of the key competency of mathematics for high school students?

In this study, senior high school students in grade 2 in the two classes from city B and Z were selected, and the test method was used to analyze the role of problem situational teaching in improving the key competency of mathematics in high school students. Judging from the results of descriptive statistics, the six specified key competencies of mathematic for high school students were unevenly developed, and competency such as mathematical modeling, mathematical abstraction, and logical reasoning needs to be improved urgently. In addition, there is no significant difference in the key competency of mathematics between males and females from a statistical point of view, and gender bias in practice needs to be eliminated. By comparing the data of the pre-test and post-test, it can be concluded that students’ key competency in mathematics was indeed made a development after the problem situation teaching period.

The four stages in the problem situation teaching process are effective ways to cultivate students’ key competency in mathematics. The selection of appropriate question situation materials is a necessary condition for creating a teaching situation that is conducive to the development of students' key competency; in the stage of situation creation, students' familiar, appropriate types and moderate difficulty situations stimulate students' motivation to explore new knowledge, and key competency is actively explored during the process of positively learning; in the stage of new knowledge learning, students actively explored under the framework of problem situations, and improved their key competency in the process of constructing the knowledge system; in the process of expanding problem situations, the deepening of spiral problems determined the situation. The effect of scaffolding and the accumulation of the number of long-term teaching achievements can promote the development of the core qualities of mathematics key competency.

The reasons for the development of the key competency of high school students in the problem situation teaching are as below. The problem situation teaching adapts to the requirements of the "curriculum standard" for creating a teaching situation that is conducive to the development of the key competency of the student math discipline; the situation problems in the problem situation teaching can help build students cognitive scaffolding guides students to grasp the essence of mathematics knowledge; problem-situation teaching focuses on the experience process of learning, which fits the key competency education concept. In order to optimize the teaching of problem situations and develop the key competency of high school students in mathematics more effectively, the strategies proposed in this paper based on the empirical evidence are as follows. Firstly, students should be encouraged to carry out mathematical activities in a variety of ways to develop key competency in high school mathematics. Secondly, we should ensure the creation of a variety of real problem situations in teaching. Thirdly, we should also respect the dominant position of students in problem situation teaching in theoretical development and practical teaching. The relevant countermeasures and suggestions put forward by this research have empirical support, which promotes the further enrichment and improvement of situational teaching theory and can also provide suggestions and references for the landing process of key competency.