A Study On The Guidance Of Modernization Of Mathematics Teaching In Senior High School

The cultivation of transforming thought plays a vital part in students’ development as well as talents’ training. Therefore, in the process of the new curriculum reform, it is of great significance to explore the way of teaching mathematics in senior high schools under the guidance of transforming thought. But teachers lack of the logic construction and understanding of relevant theories, lead to such teaching is a very rough machining and imitation, the in-depth study in this aspect is too little, lack of a systematic theory thought as guidance. Taking such background into consideration, this thesis puts forward a theoretical framework on the application of transforming thought to mathematics teaching in senior high schools.On the basis of the method of transforming and the research of teaching theories, this thesis presents some relevant literature studies and discusses several typical teaching cases existing in the current mathematics textbooks.This thesis models after the research process of Polya’s mathematical discovery. At first it observes and analyzes students’ mathematical thinking characteristics and teachers’ teaching procedures in senior high schools, through which students’ analytical thinking process when listening to the teachers’ explanation in the classroom is studied. On such basis, some teaching problems appearing in the teaching process of applying transforming thought in mathematics are analyzed. It mainly compromises four parts: the design of introductory question, the explanation of concepts, the analysis of problems and summary and review.Based on the research of the teaching procedures in class and the related details, from the perspective of teaching design, the thesis then carries on the corresponding theoretical construction on the teaching mode under the guidance of transforming thought, which includes the transformation from the known to the unknown, the specific to the general and the complex to the simple. From the three aspects the relevant problems in teaching design are then elaborated. Besides, the transformation from the known to the unknown also includes exploration-transforming teaching, analogy-transforming teaching and deduction-transforming teaching. This study aims to offer some theoretical guidance about the teaching design based on transforming thought for more frontline high school math teachers and promote teachers’ better teaching practice according to these theoretical studies. However, it should be noted that this thesis is just about the logical construction of applying transforming thought to high school mathematics teaching. Teachers need to learn to use it flexibly in the teaching process. They should recognize this model discussed is not a dogma, but a heuristic thinking for further study.