| Conic section is one of the most important teaching contents in mathematics of high school, and has special values of education for improving the logical thinking ability, the number form combining ability and space imagination ability of students. Conic section associated with other sections in mathematics, belongs to the comprehensive subject in the college entrance examination, accounting for a high score, and has a big influence on the further study of middle school students in the future. There are a lot of similarities among the concepts of conic section, and the methods of solving problems are also fixed. Conic section is easier, compared with what we have learned in the high school such as function, inequalities, series of plate, so it will not be too hard to solve problems. In fact, general students can come up with a solution in the first few steps, but whether they can really solve these problems, there is a big difference between good students and poor students. Through analysing the proposition tendency of conic in the college entrance examination of recent years, and carrying out in-depth research in the topic from the angle of the examination, paper tries to find the coherence point between conic and cooperative learning, and apply the classroom organization method of cooperative learning to conic, aiming at giving the teacher a new perspective of teaching.Through analyzing how to apply cooperative learning to teaching of senior high school mathematics, and change the traditional situation of "cramming education", paper expounds the theoretical basis and advantages of introducing cooperative learning into the conic’s teaching. Through the questionnaires and interviews from high school students, paper focuses on the apparent differences between good students and poor students in the process of learning conic. And according to the differences, paper will design a teaching case, and give the way which cooperative learning will be used in the conic solutions. |
PDF Full Text Request