Research On The Advance Organizer Strategy Used In The Teaching Process Of The High School Mathematical Proposition

In this text, the author not only collected the Advance organizer theory andmathematical proposition theory which contains teaching and learning, butalso studied these pieces of theory. Based on clarifying the primary status ofrelative research, the author points that the Meaningful learning theory,Constructivism theory, Heuristic teaching theory, Curriculum theory allemphasize the effect that students’ pre-existing cognitive structure plays apositive part in the new knowledge learning. So, they constitute the basis ofadvance organizers theory.Through the questionnaire and interview, the author learned the status quoof the mathematics proposition and got a clear understanding on theapplication status of advance strategy in current high-shool. The results are asfollows:On students learning, the majority of students realize the importance ofmathematical proposition. However, only a few students can grasp its essenceand apply it to real problem solving, flexibly and tactfully. On the method ofProposition learning, there are some deviations among our students.On teaching propess, taking students’ previous knowledge intoconsideration, teachers usually lead in the teaching of mathematicalproposition. However, this kind of method fails to offer the backgroundknowledge as well as the living examples of the related proposition. Both the teachers’ thought of mathmatics teaching as well as the learning strategies andcertain kinds of Inquiry-based learning activities should be improved anddeepened.On the application status of the Advance organizer strategy, more than halfof the teachers have a basic knowledge of it, and try to apply it to theirteaching. They assumed that it contributes to promoting students’ study as wellas their teaching. However, there are still some teachers lacking of the basicknowledge of the theory. Through the comparative analysis on thequestionnaire datas from various of provinces, it is clear that teachers, fromInner Mongolia and Guizhou provinces, who have a close understanding ofthe advance organizer strategy, are better than those from Shanxi, While theteachers from Shanxi have a higher frequency of the theory.Based on the results of questionnaire and interview, the author summarizesthe advance organizer in high school mathematics textbook of people’seducation press. At the same time, the author presents the teaching strategiesof Advance organizer’s application in the teaching of the high schoolmathematical proposition. Firstly, select advance organizer carefully in thepreparation stage. Secondly, introduce Advance organizer to improve students’initiative. Thirdly, contruct the knowledge bridge and analyze propositionalstructure to guide students to grasp its essence attribute. Fourthly, selectexamples of Advance organizer to deepen the understanding of the proposition.Fifthly, assign execises reasonably and play a consolidate and transfer’s effect on Advance organizers.Finally, the author chooses the section of the image and nature oflogarithmic function, carrying out the micro teaching expertment, using SPSSsoftware to analysis the test results of the teaching expertment. Researchshows are as follows. Firstly, applying Advance organizer teaching strategy inthe teaching of mathematical proposition can promote students to master thepropositional knowledge. Because of the short duration of the expertment, thepromoting effect is not that significant. Secondly, Advance organizer can beapplied in all aspects of proposition teaching by different presentations in theteaching of mathematical proposition. Thirdly, Advance organizer strategy cantrain students’ habit of thinking the proposition actively.