Analysis Of Curriculum And Teaching Practice In Senior High School Mathematics Thinking Metheod

In recent years, the mathematics education of each stage especially inthe high school mathematics education, mathematics thinking method teaching hasreceived more and more concern and attention, but want to achieve good teachingeffect is not easy, it requires teachers to reflect a thorough analysis of mathematicsthinking method requirements in relevant courses and as a basis for teaching practiceaccordingly, otherwise the teaching effect is likely to be too vague generalizationtendency can not really into the teaching practice, or will refine the mathematicalthought and method for solving methods, techniques of prescription problem.Therefore, this study mainly used the literature law, comparison of several kinds ofdifferent functions of high school curriculum: analysis of the official curriculum,understanding of the curriculum and practice curriculum, and then on the basis of themain action method, investigation method and experience summary method focuses onthe "zero point" the roots of the equation and function of teaching design meticulouslyand put it into practice in class and was summarized through questionnaire survey andmathematical composition, this study is divided into the following two parts:First, using literature method, comparative method are used to study the"objective, curriculum objective of macro guidance, the relevant mathematical thoughtand method in the new curriculum and syllabus reflects differences","high school’function of the application’, curriculum standard and teaching outline in themathematical thought and method teaching requirements of different place","in’function of the application’ in this chapter, the high school New Curriculum textbooksreflected the mathematical way of thinking","the ’root of equation and the zero pointof function’ of the three representative cases in mathematics thinking method teaching differences". The results were as follows: the new curriculum standard and teachingoutline General guidance in the macroscopic aspect of mathematical thought andmethod are very seriously, but mathematical thought and method of new curriculuminvolves more, stronger guidance to the textbook compiling and teaching; newcurriculum increases the application content function in the mathematical problems,corresponding also increased for the the content of teaching methods involvingrequirements; in function of the application of this chapter, the textbook is theembodiment of the more senior high school mathematical thinking methods commonlyused, but in the concrete manifestation of the way now version is appropriate should bethe teaching effect to check; the three case analysis and comparison show that, teachersand textbooks and teacher’s book. Intentions are basically the same, but there aredifferences in the aspects of teaching design of mathematics thinking method, and theprofessional quality of teachers, teaching materials and reference in the aspect ofmathematics method of thinking seriously about.Second, with the teaching practice and action research method, survey methodand experience summary method study itself, to "zero" the roots of the equation andfunction for example, carefully design and practice of teaching about mathematicsthinking method and the class of gain and loss were investigated and summarized.Research on the teaching practice shows that,"in the process of teaching timely andappropriately combined through detailed analysis of the teaching content carefullydesigned to contain the mathematical thought and method of the4level" knowledgestructure map "of mathematical thought and method teaching is helpful for students totruly understand its connotation, structure system is a way of thinking and the life inthe flexible use of these methods.At the end of the paper,the author makes some reflections based on theconclusion of the study.