在新课程改革背景下，“文献阅读与数学写作”既体现了现代数学教育对学生综合能力培养的要求，也强调了弘扬与发展数学文化的重要意义。本研究以高中数学教科书中的“文献阅读与数学写作”为研究对象，主要解决以下问题：以“对数概念的形成与发展”为例，如何开展高中数学教科书中的“文献阅读与数学写作”？

对此，本文采取定性研究为主定量研究为辅的混合研究方法：通过教师访谈了解与分析一线数学阅读与写作的教学情况；基于已有理论，结合教师的经验归纳出“文献阅读与数学写作”案例设计的主要依据以及原则；在此基础上以“对数概念的形成与发展”为例设计并实施“文献阅读与数学写作”；最后从案例的目标落实情况和环节落实情况两方面通过编码框架分析案例的实施结果。

从案例的设计、实施以及对实施结果的分析中得出本文的主要研究结论为：

（1）制定方案时，教师在实施“文献阅读与数学写作”之前要制定好实施方案，用心钻研，精心设计。首先，教师要明确实施“文献阅读与数学写作”的目标，这是贯穿整个案例设计与实施过程的主线；其次，在活动总体目标与主题目标的指导下，教师应针对每个主题设置合理性的驱动性问题，以有效地引导学生的学习过程；接着，在学生进行文献阅读与数学写作的过程中，教师应指导学生阅读与写作；最后，教师要设计成果展示课，对学生的“文献阅读与数学写作”进行总结与升华。

（2）实施过程中，学生要在教师的指导下充分发挥主观能动性，亲身实践。第一阶段为准备阶段，涵盖确定主题、分组活动、搜集资料、文献阅读、数学写作五个环节。第二阶段为展示阶段，以课堂成果展示的形式进行，教师组织学生展示活动成果，并在必要时对数学概念和写作规范进行补充、讲解和强调。第三阶段为总结阶段，学生修改完善论文，总结活动主题相关的收获感悟。

（3）活动结束后，师生共同总结与反思，以促使更好地改进与完善“文献阅读与数学写作”。教师可以通过分析学生的数学小论文以检验总体目标与主题目标是否达成，并评估“文献阅读与数学写作”各个环节的实施效果，根据总结和反思的结果，调整教学方法、更新教学材料、增强学生参与积极性等。

In the context of the new curriculum reform, "literature reading and mathematical writing" not only reflects the requirements of modern mathematics education for cultivating students' comprehensive abilities, but also emphasizes the important significance of promoting and developing mathematical culture. This study focuses on "literature reading and mathematical writing" in high school mathematics textbooks, and mainly solves the following problems: taking "the formation and development of logarithmic concepts" as an example, how to carry out "literature reading and mathematical writing" in high school mathematics textbooks?

In this regard, this article adopts a mixed research method with qualitative research as the main focus and quantitative research as the auxiliary: through teacher interviews to understand and analyze the teaching situation of frontline mathematics reading and writing; Based on existing theories and combined with the experience of teachers, summarize the main basis and principles for the case design of "literature reading and mathematical writing"; Based on this, design and implement "literature reading and mathematical writing" using "the formation and development of logarithmic concepts" as an example; Finally, the implementation results of the case are analyzed through a coding framework from two aspects: the implementation of the objectives and the implementation of the links.

The main research conclusions of this article are drawn from the design, implementation, and analysis of the implementation results of the case study:

(1) When formulating a plan, teachers should carefully study and design the implementation plan before implementing "literature reading and mathematical writing". Firstly, teachers should clarify the goal of implementing "literature reading and mathematical writing", which is the main thread that runs through the entire case design and implementation process; Secondly, guided by the overall and thematic objectives of the activity, teachers should set reasonable driving questions for each theme to effectively guide students in their learning process; Next, during the process of students reading literature and writing mathematics, teachers should guide them in reading and writing; Finally, the teacher should design a presentation class to summarize and elevate students' literature reading and mathematical writing.

(2) During the implementation process, students should fully exert their subjective initiative and practice firsthand under the guidance of teachers. The first stage is the preparation stage, covering five stages: determining the theme, grouping activities, collecting information, literature reading, and mathematical writing. The second stage is the presentation stage, which is conducted in the form of classroom results presentation. The teacher organizes students to showcase the results of the activities and, if necessary, supplements, explains, and emphasizes mathematical concepts and writing norms. The third stage is the summary stage, where students revise and improve their papers, and summarize the gains and insights related to the activity theme.

(3) After the activity, teachers and students will jointly summarize and reflect to promote better improvement and refinement of literature reading and mathematical writing. Teachers can analyze students' mathematical papers to verify whether the overall and thematic goals have been achieved, and evaluate the implementation effectiveness of each link in literature reading and mathematical writing. Based on the results of summary and reflection, teachers can adjust teaching methods, update teaching materials, and enhance student participation.