Research On The Application Of Qu:Est Teaching Strategy In The Teaching Of High School Mathematics Vector Concept

Concept teaching has always been the focus of educational researchers,Qu:Est teaching strategy is designed for the design and implementation of effective questions by the composition of the teaching strategy,can help students with the concept of learning.In this study,the Qu:Est teaching strategy is applied to the vector concept teaching in senior high school,and the influence of the strategy on the vector concept learning is explored.According to the research background,firstly,the research direction and research ideas are determined by the literature research method.By reading the article about Qu:Est teaching strategy and vector concept teaching,sufficient theoretical basis is prepared for the smooth progress of the research.Second,using a quasi-experimental method to explore the application of Qu: Est teaching strategy on the concept of vector teaching,selecting two same class as the experimental class and that in comparative classes respectively,will be selected by the two classes of students before the mid-term exam achievement as the test data,and then in the experimental class USES Qu: Est teaching strategy to carry on the vector concept teaching,in traditional teaching,and that in comparative classes or in 2 class began to synchronous test,contrast test of two classes of data as a result,explore Qu: Est teaching strategy can and high student vector concept learning how sparks.Then,using the phenomenon of graph analysis method based on Qu: Est teaching strategy of higher mathematics concept of vector teaching case studies,choose the eight students grade level is not the same,and in a timely manner to the structured interview,interview content,then analysis and classifying different students to understand the concept of process,at the same time pay attention to the gradation results presentation,analysis of seniorstudents and how the different understanding of the concept of vector process.Finally,the conclusion of this study is drawn: 1.Qu:Est teaching strategy can improve the efficiency of classroom teaching and learning,develop teachers' questioning skills,improve students' initiative and innovation ability,and enhance students' participation in class,which fully reflects the dominant position of students.Qu:Est teaching strategy in helping students to effectively learn the concept of vector,the level of understanding of students to improve,and continue to improve,especially the level of inquiry understanding.3.The processing questions raised by teachers can promote the improvement of students' understanding.Qu:Est teaching strategy can promote different levels of students to understand the concept of vector,and the strategy in the classroom application effect is very good,effective teaching questions and answers bring a relaxed and active classroom atmosphere,students' thinking and operation is very clear,reflects the dominant position of students and teachers,it is natural to teach in fun.Qu: Est teaching strategy promotes the change of students' understanding of concepts into four ways: knowledge association,concept abstraction,concept transfer and example consolidation.