The Study About New Knowledge Introduction And Teaching Skill For High School Math Textbook

A new round of curriculum reform has entered a stage of full implementation; new knowledge introduction has also aroused the concern of the majority of teachers, but differences in degree of concern as well. In this paper, we make math textbook as the study subject, through the study of math teaching about new knowledge introduction to explore how educators should adjust their knowledge structure and teaching methods to realize and adapt to new needs for achieving the objectives of the reform curriculum, and give full play the leading role of teachers and students in the main role. New learners are very difficult to follow new knowledge from their own knowledge structure because mathematics is strong abstract and logical, so the study of new knowledge introduction has a great significance.This paper analyzes teaching meaning and characteristics of various introduction paragraphs in textbook, found that the content of new knowledge introduction is examples that the students are familiar in daily life, and abstract actual question to math knowledge then solve practical problems, this model greatly enhance the students knowledge of math ability. And through surveys and interviews with teachers and students to know the concerns and the using for new knowledge introduction of the current math textbook, teachers agreed that the design of introduction can help promote the study of knowledge, and the design of new textbook is accepted, but the extent of use is not high according to teaching time and other reasons. Therefore we emphasize the understanding and treatment of new knowledge introduction again is very important.This article summarized and further elaborated ways of new knowledge introduction into teaching skill in course, and analyzes methods of introduction in math textbook from the perspective of course, divide mathematical knowledge into three levels: the representation of study, the concept of study and thesis study, from the three different levels of math knowledge teachers should consider cognitive situation of students when introduce new knowledge to them, and set presituation and preorganizer if necessary for a meaningful study and create the conditions. The author of this paper designed a contrast experiment for new knowledge introduction in textbook, the experimental results of data analysis concluded that treatment: new knowledge introduction have a significant impact to learning results of students, and I designed some case of new knowledge introduction. I found out some problems should be noted.