数学课堂不仅要让学生“学数学”，也要教会学生“用数学”，因此在常规课堂中培养学生的数学建模素养就变成了一个有价值的研究课题。本实验研究分为三个阶段：第一阶段诊断高一学生的数学建模素养水平和对数学建模的态度，据此提出教学改进策略；第二阶段根据第一阶段提出的改进策略进行教学设计和实验探索；第三阶段进行教学实验效果检验。

本研究由“从实际问题中提炼数学问题，运用数学思维与方法解决问题，认清问题本质、解释和预测实际现象”三个建模表现出发，把《普通高中数学课程标准（2017年版）》中数学建模素养水平一具体划分为四个水平，分别为水平1.0，水平1.1，水平1.2，水平1.3，确定了数学建模素养水平一测试量表并编制测试卷。高一学生的数学建模态度主要从价值认同、情感态度和建模意志三个维度来调查。通过测试和问卷了解到本人任教两个班级的高一学生数学建模素养水平总体偏低并且大多数学生不喜欢数学建模，建模过程中在“从实际问题提炼出数学问题与用数学思维和方法去阐述自己观点”这两方面有欠缺。为此，本人提出培养高一学生数学建模素养的教学改进策略：（1）改变传统的“老师讲解概念—老师板演例题—学生练习”课堂模式，在引入新概念时，给出实际的问题场景，以引导学生自己发现问题、描述问题、解决问题。（2）挖掘并利用好教材中的数学建模案例让学生在常规课堂中也能接触到数学建模。（3）将现代计算机技术融入课堂教学。本人对自己所带的两个班级进行了对比试验，通过八个月的教学实验，实验班的数学建模水平有了一定程度的提高，对于数学建模也表现出更大的兴趣。最后本研究结合实验过程给出三个教学建议：（1）充分了解学情，循序渐进地转变课堂模式；（2）设置合适的情境，注重引导，师生探讨；（3）合理地运用现代教育技术进行数学建模教学。

Math classrooms should not only help students "learn mathematics ", but also teach students to "use mathematics", Therefore, fostering student mathematical modeling literacy in regular teaching has become a valuable research topic. This experimental study is divided into three stages: the first stage diagnoses the mathematical modeling literacy level and attitude towards mathematical modeling of senior one students, and we advocate the principle of teaching design. In the second stage, educational design and experimental research are carried out according to the principles of educational design. The third step is to test the results of the educational experiment.

Based on the specific performance of the three modeling methods of "refining mathematical problems from practical problems, using mathematical thinking and methods to solve problems, recognizing the essence, explaining practical phenomena and solving problems", this study re divides the mathematical modeling quality level I in the Standards for General High School Mathematics Curriculum (2017 Edition) into four levels: level 1.0, level 1.1, level 1.2 and level 1.3. Then a test scale of mathematical modeling literacy levels was determined and a test paper was prepared. The attitude of senior one students towards mathematical modeling is mainly understood from the questionnaire compiled from the three dimensions of mathematical modeling value identity, emotional attitude and mathematical modeling will. Through tests and questionnaires, I learned that the overall level of mathematical modeling literacy of the high school students I taught in two classes was low and most students did not like mathematical modeling. It is mainly manifested in the lack of ability to extract mathematical problems from practical problems, as well as the ability to use mathematical thinking and methods to argue ideas. Therefore, I put forward the teaching design principles for cultivating senior one students' mathematical modeling literacy: (1) change the traditional classroom mode of "teacher explaining concept - teacher board example - student practice", give the actual problem situation when introducing new concepts, and guide students to find, describe and solve problems by themselves. (2) Excavate and take advantage of mathematical modeling cases in the teaching materials, so that students can also be exposed to mathematical modeling in the regular classroom. (3) Integrate modern computer technology into classroom teaching. Then, a comparative experiment was carried out in the two classes I taught. Through the eight month teaching experiment, the mathematical modeling level of the experimental class was improved to a certain extent and students in the experimental group showed greater interest in mathematical modeling. In combination with the experimental process, this study gives three teaching suggestions: (1) fully understand the learning situation and gradually change the classroom mode; (2) set up appropriate situations, pay attention to guidance, teacher-student discussion; (3) rationally use modern educational technology for mathematical modeling teaching.