Problem Posing Strategy Of Teaching Maths In High School

In the early 1990 s,at the Congress of mathematicians in Paris,Hilbert put forward the world-famous "Hilbert 23 problems".It is because of these 23 questions that the development of mathematics has been greatly promoted,and the importance of "question" to mathematics discipline can be seen.And "the question" in the senior high school mathematics teaching occupies the position especially important.Therefore,it is very necessary to put forward the teaching research for the mathematics problem of senior high school.The central link of the problem-raising teaching is to put the students' questions and questions through the teaching process from beginning to end.Therefore,what kind of "questions" can enable students to learn better,and what should teachers do?To guide the students' "question",how to "put forward a question" the teacher in the classroom teaching,and how to use the proposed "the question" to promote the teaching,these are the important factors that directly affect the teaching effect.This paper,based on the theoretical research,takes the geometry of high school mathematics as an example,and expounds the problems in the teaching of geometry teaching in various aspects.Based on the empirical study,the paper makes an analysis of the actual situation of the high school mathematics teachers and the students.The aim is to provide a reference for teaching in this area and to follow the teaching in other aspects in such a way as to study the teaching of the mathematics subject for subsequent researchers Provide reference.Through the combination of theoretical research and empirical research,in this process,we should follow the principles of goal,inspiration and exploration to carry out teaching.We should follow the principle of goal,put forward clear and accurate questions,should follow the enlightening principle,step by step,pay attention to the cultivation of students' "understanding",let students understand the essence of the problem in the process of analyzing the problem,and should follow the exploratory original.Then,stimulate students' consciousness of inquiry,make students actively participate in inquiry,cultivate students' awareness of problems.On the basis of the principles and coping strategies put forward above,the author tries to apply the theoretical guidance to three aspects of the plane analytic geometry of senior high school mathematics: line and equation,conic curve and equation,and so on.These three chapters select a section of teaching design.Finally,this paper summarizes,gives the conclusions of the study,and reflects the shortcomings of the study,further prospects.