High School Mathematics Classroom Import Method And Case Analysis

The research background is the current high school mathematics teaching emphasis on teaching content,neglect the classroom effective import, so that can not play its due role; Piaget’s theory of cognitive development with constructivist learning theory, the basic principles of teaching dialectics constitute the basis theoretical of the subject; teaching import is a teaching behavior that in the beginning of a new teaching content or teaching activities, teachers stimulate students’interest, to guide students into the learning state to attract students to the specific teaching tasks and procedures. Teachers should be according to students with different materials to select a reasonable method; the subject of the status quo is most of the teachers have no in-depth study of the effectiveness of classroom teaching imported, have not too appropriate in the teaching of design in the import method choice. Many high school math teachers in understanding a new lesson how to design import, only limited to a brief review of the old knowledge, or simply introduce new issues, while ignoring other aspects of the function into the new lessons links. About the choice of new courses method, some teachers easily through regulation conservative, the approach is too monotonous, so influenced the successful completion of classroom teaching effectiveness and teaching tasksThe study concluded that:there is no fixed pattern in classroom teaching, so the import, a variety of import methods are different but equally satisfactory results, when specific applications they are often crosses each other and mutual penetration. For different students use the same import may appear very different, the teachers’ use of the import method should stay close to life, combined with the existing knowledge of students. At the same time, teachers should be flexible design import based on the structure and systems of knowledge and students’ actual, according to the reflection of the student timely adjustments, to achieve the optimal combination of a variety of import methods, in order to achieve the best teaching results.Teaching Suggestions:imported method of teaching is varied, even for the same knowledge point and course content often can have a variety of import methods in practice. Import method selected by the teachers can not be a mere formality, should focus on students’ feelings; should focus import effect; should design reasonable scenarios, timely guide. Teachers only fully understand the materials, make the mathematical nature of the problem as a starting point, combined with students’ cognitive law, the materials’heavy and difficult, in order to improve the efficiency of student learning, improve classroom teaching results...