| New curriculum reform of high school emphasizes the process of learning mathematics, requiring capture the essence of mathematics in the process of mathematics study. But facing the pressure of college entrance examination, there is still a big problem in the high school mathematics teaching. Teachers’ dominant is strong,and it is difficult for students to understand mathematical knowledge. Lacking logic of mathematical thinking, and neglecting cognitive structure of middle school students themselves in the process of imparting knowledge to students.At the same time,It does not pay attention to the relationship between knowledge and helping students to set up knowledge structure system of mathematics.The research of this paper is on the basis of David P Ausubel of meaningful theory of reception learning, constructivism theory, transfer of learning, and information processing theory of R.M.Gagne,applying the advance organizer teaching strategy in the high school mathematics studying,to solve the main problems of universality in the teaching of advance organizer and do practice teaching. Therefore, this article mainly is the study of advance organizer model of Joyce, and on the basis of his advance organizer model, increasing the detail steps, such as the analysis of the teaching material, students’ before-scientific knowledge, etc.trying to get strategies for applying and universal teaching. At the same time,this article apply advance organizer teaching strategy to the teaching of conic, and analysis the aspects of high school mathematics content, such as high school students cognitive, to determine the feasibility of advance organizer teaching strategy in high school mathematics. And on the basis of the analysis of advance organizer model, getting the specific steps of advance organizer teaching strategy in the high school mathematics teaching,and solving the specific problems. In the teaching application, this article mainly takes the class in comparative classes and experimental classes. At the same time,this article gives a case of section teaching design,and analyze specific application settings of each part in detail. Finally,for the application effect, we take the test in time and delay test.Through the two tests, analyzing of advance organizer teaching strategy for the promotion of students’ learning effect and memory keeping effect; Through the questionnaire to understand advance organizer teaching strategy for the promotion of students’ various aspects effect; Through interview and classroom observation, we really feel the advance organizer teaching strategy change the classroom atmosphere,and students’ interest in mathematics. This paper reflect the results of the study, although there are certain deficiencies in the application, but to a great extent,there is no denying that advance organizer teaching strategy promotes the students’ interest in learning,understanding of knowledge, and enhancing the activity of class teaching. |
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