The Beginning Of The High School Mathematics Teaching Research

The purpose of this study is to explore the present higher mathematics teaching mainproblems and to explore the countermeasures to solve the problem of high schoolmathematics teaching.In this paper, the mainly research objects are: the beginning of the high schoolmathematics textbooks and curriculum standards; high school students learning methodsand psychological characteristics; teachers’ teaching concept and method as the research.Through the methods of questionnaire, classroom observation and the case study ofZhen Yuan County high school mathematics teachers and students, investigation andanalysis of the obtained data, I draw a conclusion as follows:The high school mathematics teaching cohesion improper reasons are:1.Study thecharacteristics of junior high school mathematics textbook is the intuitive knowledge, asingle point, superficial content, quantitative, while the high school math teaching in theabstract, complex content knowledge, rigorous, qualitative analysis, therefore, studentshave difficulties;2.Compared with junior school teachers, high school teachers havelarge capacity, rapid progress, high starting point in class, students find it difficult toadapt to them.3.The students learning method is not reasonable, consciousness is poor,therefore improving performance has difficulty;4.Students’ psychological fragile, easilylose heart. In the specific countermeasures of junior and senior high school mathematicsteaching:1. Teachers teaching the concept of change;2. Teachers should understand thesurvey, high school students in the knowledge, and to take remedial measures.Regarding the knowledge structure is not complete or students did not master thecontent to making the corresponding class is added, in the teaching process, gaps,improve the cognitive structure of students.3.the teaching methods should be flexible;4.strengthen the psychological counseling and teaching of high school.