The Teaching Research And Case Analysis For High School Mathematic Concepts

Mathematics concept is an important part of high school mathematics knowledgesystem, understand and grasp the high school mathematics concept is the premise to study thehigh school mathematics knowledge. Therefore, research on senior high school mathematicsconcept teaching should be given enough attention. Since the new curriculum reform, morepeople began to focus on high school mathematics concept teaching. At home andabroad, theoretical research about high school mathematics concept teaching has achievedfruitful results, such as the concept of teaching mode, teaching the concept of assimilation ofthe seven stage model of concept teaching theory, APOS model and "learn, do," etc. However,due to various reasons, in practice the teaching of mathematics concepts, many of the highschool mathematics concepts. Teaching theory is still not implemented. In actual teaching,some teachers in the impact of examination oriented education, only pay attention to trainingthe students’ ability of solving problems, while ignoring the teaching of mathematicsconcepts; some teachers in the traditional teaching mode, concept teaching still adopts thetraditional or cramming, students are still passive acceptance of knowledge, cannot reflect thesubjectivity. Therefore, the author has conducted the research to the high school mathematicsconcepts teaching.This paper first introduces the status quo of mathematics concept teaching, thendiscusses the meaning of mathematical concepts, and from the high school mathematicsconcept teaching is the foundation, the teaching of mathematical knowledge is the basis ofdeveloping students’ thinking and the cultivation of students’ mathematical ability perspective,give the mathematical concepts teaching significance. Then, introduced the related cognitivelearning theory, and in Bruner’s "cognitive--found that", Ausubel’s "meaningful receptionlearning" theory and "assimilation" under the guidance of the theory, put forward themathematics concept teaching strategy of the new curriculum reform, including high schoolmathematics concept teaching strategy, the senior mathematics to deepen the teachingstrategies and the high school mathematics concept teaching strategy to consolidate. Andpresents three case studies, namely "parity of function" concept of teaching design,“geometric series" concept of teaching design and "elliptical" concept of teaching design,attempts through the case study, to further explain how to use mathematics conceptteaching strategy in senior high school mathematics concept teaching. Because of personal ability is limited, there are still many deficiencies in this research,further research.