Teaching Practice Research On High School Vector

The vector has magnitude, direction and the visible features; as it has its own operation system, it has countless features. Because of the dual role of a vector, it becomes the bridge between algebra and geometry. As a important of problem-solving tool, it provides mathematics branches, such as analytic geometry, stereo geometry, triangle function, series and so on for new solutions, and gives them new energy and power. The vector carries the important education value, because it can foster students’thought such as combination of number and form, functions and equations, classification discussion and so on. The vector has been included in the middle school math curriculum for quite some time; does it play its proper value?This study is based on literature studies, questionnaires and comparative law. Found by reviewing relevant literature, there are a lot of problems in teaching vector, such as students conceptual understanding, mastering basic algorithms, low scoring rate in college entrance exam and so on.In view of the above phenomena, the questionnaires of self-made adaptation, aims at studying several things:① Students’interest and habits in learning vector.② Students’situation of mastering basic knowledge.③ Students’practice awareness of using vector to solve problems. ④Teaching mode enjoyed by students.⑤Students’ satisfaction of vector of teaching by their math teachers.⑥ Difficulties and error-prone points of students’learning vector.⑦The differences between arts and science students, between students studying in ordinary high school and key middle school.Finally, through the collation, analysis and comparison of data, I obtained vector problems and causes in the teaching. Combining with my own teaching experience, I put forward constructive suggestions in teaching methods, mathematics thinking method, improving students’CPFS structure and so on.