Investigation And Case Study Of Mathematics Concept Teaching In High School

Mathematics teaching should be aimed to master concept as the goal and concept as the carrier,thus improving the students' thinking development.Mathematics concept teaching and research can guide the mathematics teaching practice,set up mathematics learning and teaching theory,optimize the classroom efficiency.Based on the cognitive development and constructivism as the guiding ideology,this thesis adopts literature research,questionnaire survey to conduct the research on the present situation in high school mathematics concept teaching.From the perspectives of students,high school mathematics concept learning concerns problems as follows:1,the substitute concept image for concept definition;2.don't understand the nature of mathematical concept;3,no contact between mathematical concepts.Countermeasures targeted for students are put forward as follows:1,the precision of mathematical concept definition;2,name,symbol,accurate grasp the connotation and extension of the concept of mathematics.From the perspectives of teachers,high school mathematics concept learning concerns problems as follows:1,setting creation for concept lacks new idea;2,process design is not practical;3,ability cannot ascend.Countermeasures targeted for teachers are put forward as follows:1,creation of "intuition" and "suspense" situation;2,building a "problem" and "analogy"teaching to explore the formation process of the concept.Finally,the author combined questionnaire results with problems and proposed strategies in teaching practice,from the perspectives of students and teachers in the effect of the practice.