Senior High School Mathematical Modelling Teaching Based On Relevance Theory

"Mathematics curriculum standard of senior high school" incorporated mathematical modelling into the core literacy and proposed to set up mathematical modelling course in curriculum teaching.However,in actual teaching,mathematical modelling has not been well implemented,most schools do not really offer modelling courses,and many teachers only have a preliminary understanding of modelling,the connotation of modelling and the role of mathematical modelling on students is not enough understanding.In addition,there is still a situation in the current mathematics teaching:most of the students have a relatively one-sided understanding of mathematics,especially do not correctly recognize the value of mathematics.In order to improve this situation,make students really like learning mathematics and realize the application value of mathematics,and mathematical modelling is a subject that can reflect the application value of mathematics,so it is inevitable to carry out mathematical modelling in middle school.Starting from the current situation of students' mathematics learning,this paper firstly designs a teaching method of mathematical modeling based on the current teaching situation of mathematical modeling and the content of relevance theory.In addition,based on the current situation that students do not have a comprehensive understanding of the relevance of mathematics,this paper studies whether students' relevance experience improves after the teaching process of mathematical modelling.When students realize the relevance of mathematics or the practical value of mathematics,whether this relevance can promote students' learning of mathematics is also one of the concerns of this paper.In order to solve the above research problems,this paper adopts the research method combining quantitative and qualitative research,mainly including the following aspects:Firstly,on the basis of literature review,we found that the content of the relevance theory mainly includes four aspects:Relevance of what?Relevance to whom?Relevance according to whom?Relevance to what end?Based on the present condition of the student's understanding of mathematics is one-sided,we explore how to apply relevance theory to the mathematical modeling teaching.Secondly,on the basis of referring to the evaluation basis of mathematical modelling,this paper evaluates the four aspects of relevance theory and formulates specific evaluation basis to divide students' relevance level.Thirdly,a questionnaire was prepared to investigate the students before and after the teaching of mathematical modeling,and combined with the question interviews with the students,to test whether the relevance experience of students before and after the modeling was improved,and analyze whether the relevance of students' experience was conducive to the learning of mathematics.Through the modeling teaching attempt on the senior high school students and the questionnaire survey on them,the following conclusions are drawn:(1)Combined with the current teaching status of the mathematical modelling teaching,we divided it into four steps.These four steps are respectively abstract out the model of reality,mathematical modeling,model solving and verify the model.One-to-one correspondence between the four aspects of relevance theory and the four steps of mathematical modeling,every step of the modelling are under the guide of relevance theory,and to evaluate students' performance in each step.(2)By investigating high school students before and after modeling,the author finds that students' understanding of the value of mathematics has indeed improved after experiencing mathematical modeling teaching,and students can recognize the usefulness of mathematics one step further,that is,students can improve the understanding of the relevance of mathematics.But passing the exam is still a short-term goal for students to learn mathematics.(3)The study found that students 'mathematical relevance experience may not necessarily promote students' motivation to learn mathematics.After experiencing modelling tasks,students may think that mathematics is more difficult to understand,or there is no obvious change.