High School Students Learning Situation And The Sequence Of Number Unit Teaching Strategies

The sequence of number as a discrete function, is not only widely used in people’s daily lives, but also the hot point of in the university entrance exams and mold test propositions over the years. Because the sequence of number is closely linked to function, inequality and analytic geometry, series and it often appears in the college entrance examination papers as a comprehensive last question.In addition, sequence of number has unique formula itself, more properties and stronger subject setting techniques and higher flexibility. Therefore, for students,sequence of number learning undoubtedly become one of the key and difficult points of high school mathematics curriculum.The main research questions include: 1. The study status of students about the content of the high school series unit. 2. Based on the present situation of the students sequence unit, how to optimize teaching in high school sequence unit? Through investigation, test and interview, the author has revealed the problems and causes of learning sequence and understood the difficulties that exist in students’ learning in sequence unit. On this basis, from the concept of teaching, formula, properties and the integrated application, optimizing teaching strategies are put forward.The study found that students lack the conceptual understanding of the sequence of number, confuse the concept of with number and ignore arithmetic application of item and the geometric concepts. Besides, understanding formula is not enough,memory is not firm, unable to use series summation methods flexibly. In properties of sequence of number and comprehensive application, students lack of establishing mathematical model and resolving practical problems with the combination of sequence synthesis problems.Based on this, combined with the requirements of course standard, the author puts forward specific practical teaching strategies. In the concept of teaching, taking a combination of positive and negative examples reveals the nature of the policy;infiltrating the thought of function and understanding the number of columns;personalized guide for students’ errors associated with the use of concept map revealed between the concepts. In teaching formula, using the way of combining discussions and communication to promote students’ conceptual understanding of general formulas and pre-term formula; grasping flexible problem-solving skills from a variety of derivation methods; a summary of formula application, an accumulation of experience in doing exercises; the infiltration of function and equation thought in application of the formula. In teaching the nature and comprehensive application,using inquiry and analogy to learn the nature of the connotation; focusing on "setting element" techniques of addressing the number of columns in the comprehensive title;utilizing dislocation subtraction and split entry destructive method to solve the integration issues; timely reviewing mathematical ideas and methods to form knowledge systems.