A Study Of The Mathematical Teaching With Scenes Of High Schools With The Concept Of New Curriculum

In the traditional mathematical teaching, teaches lay too much emphasis on the logical deduction of mathematical formulas, but concerns too little the presentation of the finding process and the background of its directness. In students' eyes, mathematic becomes boring a pile of formulas, principles and excises. At present, a new curriculum reform is progressing positively and steadily. The new curriculum advocates that teachers should pay close attention to creating teaching scenes, present the progress of mathematical knowledge and make students able to find questions and to raise them, and experience the progress. Thus, it just meets the demands of the curriculum that teachers should have the quality of how to create scenes and what kind of scenes should be created. Doubtless, this is a key problem worth our further research.This thesis makes a systematic study on teaching with scenes and the value of creating scenes in mathematical teaching of high schools. It puts forward the methods and channels, and explains every links in details, making the teaching model of creating scenes easy to operate. Based on this, this thesis provides large number of cases concerning the topic, and makes quantitative and qualitative analysis of the collected data from a survey and comes to the initial conclusion of the experiment. The conclusion provides the theoretical and practical ground for its being carried out as well.