Study On High School Mathematical Concept Teaching Design Based On Mathematical Abstraction Competence

This article takes Shangluo Middle School in Shaanxi Province as an example,presumes mathematical abstract literacy as the premise,takes the high school mathematics concept teaching design as the research object,and takes “the current situation investigation—practical inquiry—theoretical promotion” as the research idea,from the current situation of high school mathematics concept teaching In-depth research is conducted in three aspects: investigation,scheme design and strategy suggestion.The study is a case study on Shangluo Middle School in Shaanxi Province,taking mathematics abstraction competence as the premise and high school mathematical concept teaching design as the research object.It follows the research process from current situation investigation to practice exploration and finally to theoretical improvement.In-depth research has been conducted in three aspects: current situation investigation,scheme design and strategy recommendations.In this paper,from the perspective of teachers and students,from the aspects of emotional attitude and development status,a detailed survey is conducted on the current status of mathematics concept teaching in high school by means of questionnaires.The survey found that most students have a strong interest in learning mathematical concepts,but their lack of good learning habits has resulted in poor learning results.Not only that,the overwhelming majority of students rely too much on teachers,they lack the creative consciousness and critical spirit of independent thinking,and often practice learning and memory to consolidate the learning of mathematical concepts.The main reason for the above phenomenon is related to the teachers' own teaching methods.Although most teachers attach great importance to the cultivation of students 'mathematical abstract literacy in the teaching of mathematical concepts,due to some other factors,most teachers' teaching methods are relatively traditionaland singular and lack innovation.Of course,this is also a problem currently prevailing in most high schools in the region.In this paper,a detailed survey has been conducted on the current situation of mathematical concept teaching in high school by questionnaire from the perspective of both teachers and students,focusing on emotional attitude as well as development status.Results show that most students have a strong interest in learning mathematical concepts,but their lack of good learning habits has resulted in poor learning results.Besides,the overwhelming majority of students rely too much on teachers,and therefore they lack creativity and critical thinking ability,and often consolidate the learning of mathematical concepts by rote learning.The main reason accounting for the above phenomenon is teachers' teaching methods.Although most teachers attach great importance to the cultivation of students' mathematical abstraction competence in the teaching of mathematical concepts,most teachers' teaching methods are relatively traditional,singular and less innovative due to some other factors.Of course,this is also a problem currently prevailing in most high schools in the region.In response to this problem,the author investigated eight common mathematical concepts in high school mathematics,in the light of the feedback from students and teachers,and found that it is difficult for students to grasp the concepts of functions,logarithms,andplane vectors.Based on the findings and analysis of students' academic performances,a targeted high school mathematical concept teaching design was drafted.This plan has a strong applicability in this area and it can offer references on school curriculum reform and classroom efficiency enhancement to other schools in this area.Through in-depth study of high school mathematical concept teaching and compiling relevant teaching designs,the author summarize experience in practice,and proposes relevant strategies on how to effectively carry out mathematical concept teaching in high school.First,attention should be paid to the lead-in of the classin high school mathematical concept teaching.Different methods should be applied for different mathematical concepts.Students' interest in learning can be stimulated by creating situations.The connection between new and previous knowledge can be established byreview.The thinking obstacles can be cleared by simplification and connection.Second,questions should be designed exquisitely,enabling students to learn mathematical concepts through questions.The questionsshould be targeted,interlocking and progressive.Third,a variety of classroom evaluation models should be created.Classroom evaluation should not only focuse on students' learning attitudes and mathematical thinking,but also should concentrates on the formative assessment of students' performances.In summary,this study is an exploration on how to cultivate students' mathematical abstraction competence effectively in high school mathematical concept teaching.It promotes students' learning of mathematical knowledge.Meanwhile,it helps in cultivating students' core mathematical literacy.