| Mathematical concepts teaching, the core of "double-base" teaching, is an important part of the mathematical teaching, and has been the important and difficult point in high school mathematical teaching. The new curriculum reform of high school mathematical concepts pay more attention to the learning process, requesting that concept teaching should focus on "promote the students to understand the nature of the concept". So in class, teaching students how to activate the original knowledge, promote the students to understand the essence of mathematical concepts, has become an important topic which every maths teacher will face in the new teaching reform. The United States education theoretician, psychologists Ausubel (D.P. Ausubel)"Advance Organizer" teaching strategy (Advance Organizer Model) gave us a good enlightenment. It is Ausubel, a contemporary American education psychologist who put forward "Advance Organizer" in1960for the first time.It bridge the gap between the existing knowledge and to learn new knowledge and promote the understanding of new knowledge and memory of the old knowledge.Since it was proposed, people widely focus on the theory about advance organizer and applied research. But overall, the current research only focuses on the research of the application in the speech learning research, and how to design implementation, instead of what function or effect it has. Because of lack of universality, many assumptions have not been fully confirmed. Whether is it in favor of the concept of mathematical teaching? Whether it helps all students’ learning and maintain? In view of this, I put forward my assumption:Use of "advance organizer" teaching strategy is good for the high school mathematical teaching, which helps all students to master new knowledge in a better way and promote the students to understand the new mathematical concepts better. I will do a series of researches and conduct some experiments.First of all, I did some search and analysis about the related mathematical concept of learning and teaching theory,"advance organizer" theory and the current situation. Then I puts forward some design principles and methods about "advance organizer" teaching strategy of high school maths, and make some teaching designs according to Joyce about "advance organizer" teaching strategy.Secondly, through the first try I chose two similar classes,one is for experiment, and the other is for comparasion. And then I conducted a series of experiments and researches based on the central concepts of "function" and "the monotonicity". I used software SPSS13.0to analyze the two different teaching concepts before and after the test, together with students’test scores. After my research, I made a conclusion that "Advance organizer" teaching strategies are good for improve high school students’learning effect, and that it proved what Ausubel said about "Advance organizer" teaching strategies in promoting learners meaningful learning effect is true, and that it can provide the basis for high school math concepts teaching. What’s more, if we use "Advance organizer" teaching strategy, we can promote the top student learning skills, which is also good for those who are in lower level. But it’s a little difficult for them maintain their grades, which is against what Ausubel believes.Thirdly, I made a questionnaire survey to know what the students think of "advance organizer" teaching strategies used in high school mathematical concepts teaching evaluation. According to the survey, most students accept and adapt to "Advance organizer" teaching strategy. They believe "Advance organizer" teaching strategy can promote their study enthusiasm, improve their learning effect, help their understanding of new concept, reduce the burden of learning and improve the analysis and problem solving ability. At the same time, the students also make some suggestions that we should add some maths historical materials and practical problems as an introduction. They also suggest helping students understand how the concept came about and why to learn the concept. It is required that we provide the introductory material to meet the students’practical situation, low the starting point to face all student; we should present the introductory material in a variety of ways to stimulate students’learning. The students advise that we can appropriately increase the class discussion time or ask each team to discuss in advance.Finally, based on the experimental study and questionnaire survey research results of the "advance organizer" strategy in high school mathematical concepts teaching application effect, I summarize that "Advance organizer" teaching strategies can improve high school students’study effect for different reasons. One is that "advance organizer" teaching strategy can help students easily accept the teaching materials and the teachers’teaching methods, which is meaningful in promoting the students’learning. And the other is that this teaching strategy is in favour of students’learning math concepts, their interest and accomplishment. At the same time, the top students who has been working heart and soul will be recognized. But for the poor students it will take a longer time and more efforts for us teachers to help them improve their ability of understanding the mathematical concepts. Last but no the least, it is worth noting that, the use of "Advance organizer" throughout high school math concepts can be the whole process of learning. |
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