Analytical Geometry Learning Barriers And Coping Strategies In High School Mathematics

Conic curve is one of the most important knowledge points in mathematics teaching in senior high school,whether in the formulation of curriculum standards,Or all kinds of mathematics examination at home and abroad(especially in our country’s college entrance examination),conic curve content always plays a very important role.Secondly,conic curve can train students’ logical thinking ability,calculation reasoning ability,number shape analysis ability.The ability of spatial transformation plays an important role in cultivating students’ transforming ideas,thinking completeness,optimistic mentality,etc.,which requires us students to master this part of the knowledge of conic curves,but through practical teaching,we find,It is very difficult for students to master this part of conic curve,so the learning disability and coping strategies of conic curve are selected in this paper.Hope to help students to learn more about conic curve knowledge and hope to improve the teaching of conic curve.This paper will work from the following aspects,discuss:First Study in depth the syllabus,the instructions for the examination and the exam questions for the last five years.Make sure that the syllabus and the specific requirements for the conic curve of the examination are clearly defined,and grasp the law of change and the corresponding difficulty coefficient of the recent national college entrance examination questions.Combined with the situation in the teaching process and the interview of the teacher,we can fully and deeply understand the students’ bad knowledge points and find out the solution.Second: the emphasis is placed on the screening of nearly 2000 test papers in the author’s school,and the collection,classification and statistics of the main types of loss in conic test questions.It is found that the main missing points are in: 1.The writing surface is not standardized.2.The students are not comprehensive in thinking about the problem.3.The students are not able to calculate the corresponding correct result.4.The correct "shape" can not be reasonably transformed into "number" and the reasons are analyzed.The main reasons for the above are: 1.The reason of the current college entrance examination mode 2.The reason of the teacher’s teaching 3.The reason of the students themselves.Three: compare the differences between the students with excellent learning and the students with learning difficulties on the conic curve,find out the good strategy of learning the excellent students,sum up and sum up.Four: to put forward the corresponding strategies for the learning obstacle of the students’ learning conic curve.Let the students learn,master the conic curve content easily,and also contribute their own strength to the improvement of the teaching design of the conic curve.