Practical Research On The Introduction Of Classroom Into The Teaching Of Mathematical Concept In Senior High School

Mathematical concepts are the basis of mathematical cognition and the logical starting point of mathematical thinking. In the teaching process of mathematics, based on the way concepts are acquired, appropriate way of concept-importing can be found by making full use of the characteristics of mathematical concepts and the backgrounds generated from them. This method not only can enhance teachers’teaching skills but also helps arouse students’interest in mathematics, making it easier for them to master related knowledge and skills and exposing them to better emotional experience of conceptual teaching, thus improving the teaching quality and efficiency.By a combination of literature study, questionnaire and case analysis, this thesis focuses on the theoretical and practical research into concept-importing application in high school mathematical teaching First, literature-study method is used to explore the theoretical basis of this research, defining the relatively accurate concept of "lead-in" and "concept-importing" and investigating the current situation of conceptual teaching applied in high school. Then constructive suggestions are put forward according to the study and analysis of the present situation. Also, through case analysis, tips about concept formation, concept assimilation and typical concept-importing methods are concluded; meanwhile, teaching principles are accordingly introduced. Finally, concept-importing teaching method is practiced in high school mathematical classes. In order to explore how different concept-importing methods affect learning efficiency, the author choose two parallel classes as subjects using different concept acquisition methods to learn the same concept. Based on the findings of the research, proposals on concept-importing teaching method are presented from several aspects.According to the analysis of the result, this thesis will put forward some of my own s uggestions and conclusions will be drawn as well:(1) Most of the Math teachers in junior high school have possessed the awareness of lea ding in already, yet few of them have it carried out. It is mainly because those teachers ha ven’t payed enough attention to it. The limited ability to lead in, the lack of communicatio n between the teachers as well as the school and social factor also contribute to it.(2) In view of the concept formation of mathematical concepts often adopt direct lead-in, experience lead-in; in view of the concept of assimilation of mathematical concept, revie wand preview, the analogy,questions lead-in are often used. For the establishment situati on, activity, such as import way under the two learning modes can be used.(3) Lead-in in the high school mathematics concept teaching should follow the princip le of pertinence and progressive, authenticity and artistry principle, exploratory and cooper ative principle, principle of proximity and induced.(4) The concept of the choice of the ways of lead-in should first focus on the concept of m ethod of learning but also want to combine the students’ learning mood and psychology.(5) Teachers’ attitude toward concept of Lead-in will affect the choice of the ways of conc ept learning.It is hoped that this thesis will be of some help to future research on concept-importing teaching method.