Analogical Reasoning In High School Mathematics Teaching Practice, The Application Of Research

The Ministry of Education has promulgated two experimental manuscripts in2001and2003and emphasized the sensible role of sensible reasoning in reasoning, discovering conclusions,exploration and providing ideas when the students is in the problem-solving process,and the role in developing the students’ awareness of innovation.With the implementation of the new curriculum, analogical reasoning is gradually introduced into the high school teaching as a way of sensible reasoning.Which part of the knowledge structure in the high school curriculum the most suitable for students to understand and absorb using the method of analogical reasoning? And how teachers design a course structure and guide it cleverly before class to find the effective conditions in order to attract students’ attention? Traditional mathematics teaching does not have a systematic architecture and a general paradigm to solve the above problem, and there are many places need to be thought about for educators.This paper is intended to survey the analogical reasoning teaching situation in high school, and puts forward a more systematic teaching paradigm and describes it in the form of teachinc, case.Firstly,the paper describes the application background of analogical reasoning in high school mathematics teaching, and elaborates the purpose and significance of this paper in this basis.Then explain the content and research framework of this study.Secondly, this paper conducts a review, including the concept, meaning and characteristics of analogical reasoning, and introduces the important effect of analogical reasoning in mathematics teaching. while summing up some related research theories of analogical reasoning at home and abroad.Thirdly, using the data in the form of the chart, this paper takes Shenzhen Guangming New District High School as an example to reflect the problems of analogical reasoning application in high school mathematics teaching.These problems including mathematics teachers and schools do not pay enough degree of attention to the important role of analogical reasoning teaching methods in improving the students’ creative thinking, lack of systematic analogical reasoning teaching mode, attaching intention to resolving problems and reglecting new course teaching when the mathematics teachers apply analogical reasoning pedagogy and other issues.Fourthly, this paper start from using three paradigms of structural similarity, nature similarity, and research methods similarity to illustrate the application of analogical reasoning in high school mathematics classroom.Finally, we summarize and conclude the contents of this article and discussed the lack of this research.