9月20日晚，电子科技大学教授殷光强在深圳市龙华科技实验高级中学为高一学生举办《数学之美》科普讲座1。殷光强是电子科技大学博士生导师、深圳市高层次人才国家级领军人才1。讲座围绕数学之用、数学之桥、数学之道三大板块展开，系统阐述数学在现实生活和科技发展中的应用价值1。
殷光强在讲座中指出"你每天都在使用数学，只是没有察觉"1，并引用钱学森"高科技本质上是数学技术"的论断1，强调数学思维的跨学科迁移能力1。为了帮助学生掌握解题能力，他提出了五大通用解题思维工具：翻译法、图像法、守恒法、分类讨论和极端值1。同时，讲座还推荐了费曼学习法、错题三问、知识结构图、刻意练习和科学时间管理等可落地的学习方法论1，旨在帮助学生建立科学的数学学习思维1。
On the evening of September 20, Professor Yin Guangqiang from the University of Electronic Science and Technology delivered a public lecture titled "The Beauty of Mathematics" to first-year students at Longhua Science and Technology Experimental High School in Shenzhen 1. A doctoral supervisor and national-level leading talent in Shenzhen's high-level talent program, Yin structured his presentation around three major themes: the practical applications of mathematics, mathematics as a bridge between disciplines, and the philosophy of mathematical thinking 1.
The core message of the lecture challenged conventional study habits by emphasizing that mathematics is far more than repetitive problem-solving 1. Yin stressed that "you use mathematics every day, but you simply don't realize it," underscoring mathematics' pervasive role in daily life 1. Drawing on Qian Xuesen's observation that "high technology is essentially mathematical technology," Yin illustrated how mathematical thinking underpins scientific and technological advancement 1. To equip students with practical problem-solving capabilities, he introduced five universal reasoning tools: translation method, graphical method, conservation method, case-by-case analysis, and extreme value testing 1.
Beyond presenting problem-solving frameworks, Yin advocated for learning methodologies grounded in scientific principles, recommending the Feynman Technique, the three-question error analysis method, knowledge mapping, deliberate practice, and systematic time management as pathways to developing genuine mathematical competency 1. His lecture aimed to help students cultivate a scientific approach to learning mathematics rather than relying solely on repetitive drill exercises 1.
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