This paper aims to explore effective teaching strategies using the dynamic mathematics software GeoGebra to develop high school students' intuitive imagination literacy, with the content of conic sections in high school mathematics as the carrier. The research adopts literature research, experimental research, and case study methods. Firstly, a teaching model integrating the TPACK framework and constructivist learning theory was constructed. Then, a series of GeoGebra teaching cases for ellipse, hyperbola, and parabola were designed. Through a quasi-experimental study conducted in the second year of high school, self-developed tools such as the "High School Students' Intuitive Imagination Literacy Test", classroom observations, and interviews were used to collect data. The results show that the GeoGebra-based teaching strategy of "creating dynamic situations - guiding inquiry and discovery - promoting the connection between algebra and geometry - conducting variational exercises" can significantly improve students' ability to dynamically perceive graphics, imagine spatial relationships, and convert between algebraic and geometric representations; the experimental class performed significantly better than the control class in the post-test; students' classroom participation and interest in learning mathematics significantly increased. This study provides a referable path for the deep integration of information technology and mathematics teaching and offers an effective practical scheme for developing students' intuitive imagination literacy.

Jianhui Li, Lizi Yin. Research on Teaching Strategies for Developing High School Students' Intuitive Imagination Literacy Based on GeoGebra—Taking "Conic Sections" as an Example. International Journal of New Developments in Education (2026), Vol. 8, Issue 1: 1-7. https://doi.org/10.25236/IJNDE.2026.080101.

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