Analysis And Countermeasure Of Wrong Solutions To The Comprehensive Problems Of Conic Section From The Perspective Of Core Literacy

Conic section is not only the core content of high school analytic geometry knowledge,but also an important examination point of the college entrance examination.But the students' study is dissatisfactory.In recent years,for the reasoning and mathematicl operation of conic curve comprehensive questions in college entrance examination are relatively complex,students often make mistakes and lose a lot of points.From the perspective of mathematical core literacy,this study analyzes the typical wrong solutions of students in solving conic section comprehensive problems,and puts forward corresponding countermeasures in order to improve the quality of conic section teaching and learning.This paper is mainly based on the framework of mathematical core literacy level in general high school mathematics curriculum standards(2017 edition),and based on the research results of others,the analytical framework of this study is constructed.By formulating the test paper of conic section comprehensive questions and the analysis level standard of mathematical core literacy,this paper focuses on the three main mathematical core literacy levels of mathematical operation,logical reasoning and intuitive imagination reflected in the students' problem solving process,analyzes the specific causes of errors in detail process,and puts forward corresponding countermeasures or suggestions.The conclusion of this study is as follows:(1)the students' mathematical core literacy level reflected in the conic section comprehensive problem solving is good;(2)the main reasons for students' wrong solutions are improper calculation methods,unreasonable reasoning and lack of intuitive imagination;(3)the teaching of conic curve should focus on improving mathematical operation ability,cultivating logical thinking ability and developing intuitive imagination ability.The specific countermeasures or suggestions are as follows:? improve students' mathematical operation ability by refining the calculation steps in teaching combined with moderate exercises and error correction;?on the basis of paying attention to the understanding of basic reasoning thinking,the use of variant teaching and reasoning to develop students' logical reasoning thinking ability;?The rational use of dynamic geometry software and in the teaching of mathematics to strengthen the symbolic-graphic combination ideas to promote the development of students intuitive imagination.