Practice Of Geometer’s Sketchpad Assisted Conic Curve Teaching In High School

With the rapid development of information technology,computer software makes information-based classroom teaching more colorful with its characteristics of good interactivity,simple operation,low cost and easy popularization.The development and application of the Geometer’s Sketchpad(GSP)software can simplify and regularize complex image problems in mathematics.In this paper,the conic curve of high school is taken as the research object to study the comparison of teaching effect between the traditional teaching mode and the conic curve teaching mode assisted by the Geometer’s Sketchpad in high school mathematics.The research is mainly conducted from the following five aspects:First,it clarifies the background of the problem proposed,namely the new curriculum standard requirements of 2017 edition and the current situation and confusion of the application of high school mathematics and the Geometer’s Sketchpad.Secondly,it introduces the related theories involved in the research process of this paper.Firstly,the software of the Geometer’s Sketchpad is introduced,and its generation,development,function and characteristics are introduced respectively.Secondly,it introduces four kinds of high school mathematics teaching theories:cognitivism learning theory,constructivism theory,discovery learning theory and number form combination theory.Finally,several methods of conic curve construction in the Geometer’s Sketchpad are introduced with the help of concrete examples.Thirdly,the practice research design of conical curve teaching assisted by the Geometer’s Sketchpad explains the research purpose,research object and elaborates the design of research content.Four parallel classes in the second grade of Qian Guo No.5 Senior High School in Songyuan city,Jilin province were selected as the research object.There are two control classes and two experimental classes.The control class adopts the traditional teaching mode,and the experimental class adopts the geometry drawing board.The comparative study effect of the two classes was analyzed through the test and questionnaire.Fourthly,research results and analysis.First,the author analyzed and compared the results of the specific teaching cases in the last chapter,and then analyzed the data of the questionnaire survey.Finally,the author analyzed the causes of common problems of conical problems and put forward Suggestions.Fifthly,conclusion and profit.Find out the advantages of using the Geometer’s Sketchpad to solve conical problems.And then the think about the use of the Geometer,s Sketchpad in the teaching process;Finally,Suggestions are put forward on how to use the the Geometer’,s Sketchpad better,to reveal the essence,to simulate intuitively and to create the situation.