Research On Conversion Approach And Its Application Of Mathematics Teaching In Senior High School

Conversion Approach as the fundamental idea to solve mathematical problems, plays an important role in the high school mathematics, is reflected in the various branches of high school mathematics. Therefore, how Conversion Approach to permeate all aspects of mathematics teaching, high school mathematics thinking method teaching urgently awaits to be solved. From the current situation of teaching, combined with domestic and international mathematics master’s discussion and study of the normalized contribution of ideas, the author made a research about the application of Conversion Approach in mathematics in senior high school. First of all, the concept of Conversion Approach, the importance of it and personal opinions of the author are given. Next, respectively, from Algebra, Geometry, Trigonometry, Analytic Geometry section, the author summarizes the four high school mathematics involved in the Idea of teaching content, and introduces examples of transformation ideology embodied in middle school mathematics, Then combine her teaching practice, the author proposed the proposed teaching strategies of Mathematic Conversion Approach. Finally, with the author take the most value problems quadratic function as an example, apply it in teaching to write a complete instructional design and implement, she evaluate and reflect on this in the end of the paper.It takes a long time for teachers to train students the idea of Conversion Approach and it requires teaching’s unremitting work. Teaching means teaching and learning, so cultivation of the idea should awareness of return should permeate all aspects of education, including teacher preparation, school, job correcting, coaching and evaluation, as well as student preparation, lectures, review, assignments and tests. Guide students through continuous digestion, refining, summarize, reflect on what they have learned, and ultimately achieve the essence of understanding of the purpose of knowledge and methods of teaching. The teaching strategies are:dig, iteratively refining summarized textbooks implicit reduction thinking; pay attention to the primitive and standard analysis and teaching; guide students from multi angle problem solving, divergent thinking, improving the migration ability; new and old knowledge, help students to construct knowledge network, timely analysis of the feedback information, for five aspects of teaching.Mathematical way of thinking is not a mathematical knowledge that specific arrangement in textbooks, rely on teachers to explain can understand, but implicit in content knowledge, and students from understanding to consciously flexible use to experience a relatively long process, so infiltration of the teaching method is mainly used in the classified method of teaching, namely, teachers should be in the daily teaching process deliberately repeated students to explain the reduction thinking method, make students gradually reached a certain degree of awareness, will eventually be able to consciously use.