The Exploration For Concept Teaching Of Conic In Senior High School

Conic is the core content of the plane analytic geometry in the high school, which uses coordinate method to study the equation of plane geometry graphics with the aid of plane rectangular coordinate system. From the equation, conic studies the properties of plane geometry graphics, combines numbers and shapes and fully show the union of numbers and shapes.From the history of the conic curve, this article examined the emergence and development of conic curve from the history of mathematics based on the Conics of Apollonius of Perga (BC 262～190). Combining the teacher’s practice and comprehending over the years, the author explored the specific requirements of each knowledge point and the changes of teaching textbook between the mathematics textbooks of senior high school (the program version) and the mathematics textbook of the new course standard of high school (PEP), at the same time simply compared the current mathematics textbook (PEP version A, version B) with textbooks of Jiangsu Education Press and Beijing Normal University edition. The author found that the mathematics learning should not highlight the solutions or ignore the concepts in the transformation from examination oriented education to quality education, which will cause the disconnection between mathematical concepts and problem solving; what’s more, the concept of knowledge system will not complete. It does not meet the requirements of quality education, but also affect the quality of students’thinking. Mathematics concept is the starting point for students to learn mathematics, and it is the logical premise to derive the mathematical theorem and mathematics knowledge. Furthermore mathematics concept is the core of basic knowledge and basic abilities in teaching, and it is an important part of mathematics teaching. So a deep understanding of the concepts’connotation and extension is a premise to master the important conic curve. While in the teaching procedures, let the students do exercises with hands, brains and mouths and carry out active discovery and exploration, autonomous learning of mathematics knowledge.Through the comparative analysis, the author proposed the methods of conic curve concept teaching. First, stimulate students’interest in learning by example; second, display conic curve formation with the help of multimedia and mathematical classroom; third, describe the concept of conic curve using precise language and the signs; fourth, apply the concepts to the problem solving and drown the mathematics thinking methods into the concept teaching; fifth, conclude typical questions and how the teachers use the mathematics textbooks reasonably etc.. In the understanding and application of the concepts, students participated in the active teaching methods combined the typical questions from shape to number, again from the number to shape, who would fully understand the concept and solve related problems. Rationally using of the examples and exercises of the mathematical textbooks in teaching, the teachers could cultivate students’ ability of solving problems through in-depth excavation of variant training, many solutions to one question and so on..