A Case Study Of High School Mathematics Concept Teaching

The concept of mathematics is the cornerstone of mathematical knowledge system.Students' understanding of mathematical concept affects their ability to apply the concept and the development of mathematical thinking.Mathematical concepts have positive significance to students' learning of mathematical knowledge and should be attached great importance.However,in the actual teaching,teachers' analysis and explanation of mathematical concepts are not detailed enough,and do not effectively carry out concept teaching,so the implementation degree of mathematics concept teaching is weak.By studying the function and present situation of high school mathematics concept teaching,this paper obtains teaching strategies,carries out teaching design,carries out experimental teaching,makes students perceive the generation and development of concepts in teaching,and strengthens the understanding and application of concepts.First,after determining the topic,author began to read a large number of literature,understand the existing research conclusion on the teaching of mathematical concepts,understand the connotation of the high school mathematical concepts and their main status,understand the evaluation of predecessors on the development of concept teaching in high schools and teaching measures to carry out,analyze the current problems existing in the high school students in mathematics concept learning,and learn to master the cognitive development theory and proximal zone theory,so that these work can lay a theoretical foundation for this study.Secondly,with the opportunity of educational practice,questionnaires and interview survey were conducted for teachers and students in the practice school to investigate the learning ability and learning methods of mathematics concepts of students in senior one,and to investigate teachers' understanding and judgment on the actual situation of mathematics concept teaching.Through the investigation,it was found that affected by exam-oriented education,mathematics classroom should leave more time for problem solving teaching,which weakened the basic learning of mathematics concept,and also found that teachers in high school were short of correct measures and methods to carry out high school mathematics concept teaching.In view of the above theoretical research and survey results,six teaching strategies were obtained.From the teacher's point of view: Review the old knowledge and draw forth concepts;Create situations and explore concepts;Intuitive animation and explain concepts;Ask questions in class and think about concepts.From the student's point of view: Preview thinking and know well concepts;Discuss communication and apply concepts.Under the guidance of the teacher,I conducted a case study on the teaching of high school mathematics concepts in the practice class of senior high school,and took six-point strategy as the strategic basis of teaching design,focusing on the discovery and formation process of concepts.For example,Case study selected module 1 of Sue version of high school mathematics about the concept of function,such as concept and image of the function,monotonicity of function,exponential function,the concept of logarithm,power function,and the function and the equation.This text chose these six class as the main research topic,then began to design lesson plans,organize class,record after class reflection and draw the conclusion.Taking the concept of function as an example,this study focuses on the concept teaching of high school mathematics to carry out teaching practice.In the meanwhile,I found out the problems existing in the actual teaching,and gradually improved.The design thought that takes the student study interest as the starting point can better solve the obstacle of students' comprehension,in order to form a transferable learning method and provide reference for the subsequent research on the concept teaching of high school mathematics.