A Practical Study On The Application Of Double Set Operating Mode In High School Mathematics Teaching

The application research of double-fixed operation mode in high school mathematics classroom teaching is initiated with the implementation of quality education.The initial research aims to improve classroom efficiency and create efficient classrooms.The focus of this research is mainly reflected in two aspects:First,some studies focus on the ontology of high school mathematics curriculum,so that research has comprehensive characteristics,and the applied research in mathematics teaching belongs to one of them.The organic component,the proportion of research content is not much.Second,some researchers put theoretical research in a more important position.Empirical research,as an auxiliary status,seeks to derive valuable theories through research,and guides the current dual-definite mode of operation in high school mathematics classroom teaching.The application of the empirical research is weak.In this study,98 students from two or three classes in the first grade of XX Middle School were selected.Among them,three classes were experimental classes,and the second class was a control class.Questionnaires were sent through four months to issue questionnaires 98.A total of 96 valid questionnaires were collected,and the effective recovery rate was 97.9%.According to the identity of the respondents and the research content,the related issues are designed.The content mainly involves "the students'performance in the high school mathematics double-fixed operation mode test,and the high-level mathematics classroom work double-mode recognition".Through interviews,questionnaires,and seminars,the research methods are used to investigate and collect evidence.Through data analysis,we try to solve the following problems:What is the impact of the dual-job mode on mathematics teaching?What is the impact?Does the double-fixed operation mode improve the development of students' learning methods and habits?If so,how high is it?In view of this,based on the realization and problems of high school mathematics classroom assignments,this paper puts forward the countermeasures for the practical application problems of the dual-definite operation mode.Specifically,according to the student's learning ability and level,the student's classroom teaching and homework design are linked,that is,the student is required to complete a fixed assignment within a prescribed time.In the specific implementation,the double decision is not a double decision in the general sense,but a hierarchical double decision,that is,the students with excellent academic performance are regarded as the A-level,and the students are required to complete the work within the prescribed time.Exercises required by the ability.Students who can basically complete the learning tasks are considered as B-levels,and the basic knowledge understanding exercises are designed and arranged,and they are required to be completed within the prescribed time.A small number of students with difficulties in mathematics learning are required to complete the basic exercises within the prescribed time.Studies have shown that the experimental class implements a double-fixed operation mode,and the effect of improving student achievement is remarkable.In the experimental class,the average score,excellent rate,and pass rate are higher than the control class.At the same time,the learning mode of the double-fixed operation has a very positive influence on stimulating students' interest in learning and cultivating their good work habits..