Investigation And Countermeasures Of The Present Situation Of Mathematics Teaching In High School

Recently,with the popularization of higher education,the role of the basic education reform in promoting the National Talents Reservation has become increasingly important,especially in senior high schools.Therefore,as an important part of basic scientific thinking,the implementation of the curriculum in senior high schools has attracted a lot of attention from all walks of life.Guided by Mathematics Curriculum Standards for General High Schools and based on previous studies,the author has conducted targeted interviews and research into the status of mathematics learning and the teaching in Qing Yang Senior High School.According to the research,students' attitudes to maths study,learning methods,learning motivation and their preference for certain teachers for their different teaching styles matter reflect that the classroom teaching of mathematics in senior high schools is insufficient in guiding learning methods and cultivating interest.Likewise,teachers pay less attention to students' analysis;teaching objectives are not accurate enough and teaching methods and strategies are not in accordance with students' aptitude and teachers ignore the students' personal development.Therefore,the author clearly feels the limitation of the traditional mathematics teaching mode in the new era.To enhance the students' learning motivation,arouse their learning interest and guide them to learn how to study,maths teachers should update their teaching concepts,change their teaching methods and carry out mathematics teaching with a more scientific outlook on education.Based on the Theory of Mastery Learning,Meaningful Learning Theory,Constructive Learning Theory and Cognitive Discovery Learning Theory,this research discusses the relevant issues about students' learning and teachers' teaching by combining the current situation of mathematics classroom teaching in senior high schools in China.Besides,based on the research into mathematics classroom teaching in high schools at home and abroad,through the analysis of the present situation,this research has constructed a teaching strategy suitable for students' cognition,hoping that classroom teaching can promote students' thinking ability,help them master the thinking method and improve their mathematical literacy.To improve the effectiveness,the author has practiced the variant teaching strategies in maths teaching in high schools,discussed and validates its feasibility,and done some further experimental research.By collecting data and making analyses,the author has come to the following conclusion: the pedagogy of variation in mathematics in high school based on learning diagnosis has a positive effect on mathematics teaching.For students,it changes the students' learning habits and methods,emphasizes the preview,strengthens interest,advocates the students to participate,helps students experience the mathematics natural generation process,and promotes them to study efficiently.For teachers,it changes teachers' teaching behavior,focuses on the situational diagnosis,pinpoints teaching orientation,implements stratified teaching,realizes the individualized teaching,activates classroom atmosphere,and thus improves teaching efficiency and fosters students' cooperation and innovation.