The Research Of Mathematical Concepts And Its Teaching Pattern In The Senior Middle School

Mathematical concepts are the important part of the system of mathematical knowledge,the baseof students’ cognition and the core of the students’ mathematical thinking. Therefore, the learning ofmathematical concept is the core of the mathematics study, and the teaching of mathematical concepts andthe researches in that field is always a focus in the whole teaching research of mathematics.In recent years,there are two patterns of mathematics concept teaching in our country,one is theconcept formation pa the mathematical notion teaching return to its reality, express the formed process ofmathematical notion, let pupils undttern,other is concept assimilation pattern,and most teachers like to useconcept assimilation pattern.But the teaching effect is not obvious by this pattern. Students only understandmath concepts surface meaning,and then the mathematic achievement of students is bad.However,The newcurriculum standard states:“It is necessary thaterstand one mathematical notion from the many sides of thereality form of notion, the abstract process of notion, the instruction effect, the form statement and the usingof the symbol of the mathematical thinking, and make it suit for the education principle of the pupils activeconstruction.”Under implementing the new curriculum reform concept, this paper based on thecharacteristics of mathematical concepts and the students’ cognitive laws,attempting to improve teachingefficience and set a good example for basic maths teaching.First,this paper used method of interview, observation and literature study,Comparative analysisof the present situation of domestic and international mathematics conceptual teaching mode and theteaching effect of present situation.Found that the one of main reasons that causes poor math scores is thatstudents are on the false understanding of mathematical concepts.Secondly,By expounding mathematicalconcept, generation process, evolution,types and characteristics,Summarizing mathematics conceptteaching theory which is constructivist learning theory,Ausubel’s cognitive learning theory and Piaget’scognitive theory.The next,List the general teaching mode of high school math and the general design stepsof high school math concept teaching,And discuss the problems that need attention in designing concept ofteaching.And develop a mathematical concept of classroom teaching mode based on the rules of cognitionof students.In the Last,iming at the great will class, key class and common class in the high school attachedto Henan University,Applying of case analysis and comparative analysis analyse the teaching effects to some class, which contain the of Arithmetical series the concept of class, the relation of inequality conceptclass and the algorithm concept class,Verified this mode has obvious advantages compared with thetraditional teaching mode.This mode has the following parts:1.Create problem situation, introduct the concept2.Refine the nature of property, access to the concept3.Analyse the definition, understanding the concept4.By changing the training, consolidate the concept5.Through specific examples, apply the concept6.Exercise practice ability,improve the ability7.Establish knowledge links, clarifying the relationship between the concepts...