Instructional Design Of Conic Curve In High School Based On GeoGebra

The new curriculum standard of 2017 emphasizes that teachers should attach importance to the application of information technology and realizes the deep integration of information technology and mathematics curriculum.As a new mathematical education software,GeoGebra has begun to attract the attention of teachers and researchers because of its simplicity and dynamics.Conic curve problem is a hot and difficult problem in college entrance examination because of its complicated operation and knowledge synthesis.How to use the GeoGebra software to help students understand and master the conic curve and enhance their interest in learning is the research direction of this paper.Therefore,the research contents in this paper are mainly the following three: The trend of conic curve in college entrance examination and new curriculum standards,and the errors of science students in grade two in dealing with conic curve problems;With the help of GeoGebra software,the teaching plan of conic curve concept,nature and comprehensive exercises is designed systematically;Students' attitudes towards using GeoGebra to teach conic curves.In view of the above problems,this paper firstly finds out the trend of simplification and integration of conic curve in teaching and college entrance examination,and the problems of neglecting details,lacking of classification and combination of numbers and figures when dealing with conic curve problems by senior two students,through literature review,questionnaire survey and after-class interview.Based on the theory of scaffolding and master-teaching,combined with the results of the survey and classroom observation,I systematically design the concept,nature and comprehensive exercises of conic curve from three aspects of teaching objective analysis,task analysis and teaching process design by GeoGebra.Combined with the experimental requirements and teaching practice,I selected a class in Grade One of Senior High School(who have already completed compulsory course 2)to conduct the conical curve dynamic teaching experiment,and conducted a questionnaire survey on the students after the experiment.After analyzing the data with Excel and SPSS,it is found that the dynamic teaching combined with GeoGebra can enhance students' understanding of the combination of numbers and forms,improve students' attention in class,and improve the dynamic geometric imagination of some students,but it is not obvious in breaking through difficulties;some students are interested in GeoGebra and hope to continue learning and research with GeoGebra;students prefer to use GeoGebra to introduce definition and inquiry nature.