An Experimental Study On The Introduction Of Mathematics In The Second Grade Of High School Based On The Current Teaching Situation

In recent years,with the new curriculum standard,more and more teachers begin to pay attention to classroom introduction.Through the creation of rich,meaningful and realistic classroom introduction methods,many schools and teachers have been regarded as their own research objectives and teaching characteristics,and have made continuous exploration,and accumulated rich research experience.Because of the abstractness of mathematics teaching,it has its own characteristics and difficulties in classroom introduction.Now although many front-line teachers are advancing bravely in the wave of curriculum reform,but many teachers are just in the form,although they pay attention to the introduction,but they do not teach according to their aptitude,so that the spirit of the new curriculum standard has not been really spread.The "middle school students' development of core literacy" released in September 2016 has become the key to curriculum reform.After the core literacy is put forward,future teaching will pay more attention to the problems in the context.In order to create a mathematics teaching situation conducive to the cultivation of students' core literacy,curriculum introduction and curriculum design are particularly important.The problems of this paper include the following aspects:(1)what are the shortcomings and reasons of classroom introduction?(2)What principles should be followed in designing classroom introduction?(3)Can well-designed classroom introduction improve students' math scores?(4)Can carefully designed classroom introduction change students' interest and attitude in learning mathematics?(5)For students with different learning ability,does the designed classroom introduction have the same impact on them?Through reading the relevant literature to understand what is classroom introduction,theoretical basis of classroom introduction,specific methods of classroom introduction and other related theories,to provide the basis for the following research;based on the second year senior teachers and students of a school in Shanghai as the research object,through the data analysis and interview method of the questionnaire to understand the specific thinking and psychological activities when answering the questionnaire,and summarize the non existence of classroom introduction Enough,analyze the reasons for the deficiencies,and conclude that the design of classroom introduction should follow the principle;before the teaching experiment,two classes are selected,class 1 and class 2 of senior two are the control class and the experimental class respectively,and the same teacher conducts teaching with or without classroom introduction.Compare the results of the two classes before and after classroom introduction to study the changes of students' performance,and give teaching practice Before and after the test,the students in the class distributed the self-made "mathematics interest and attitude questions table".By analyzing the differences of interest and attitude between the students before and after the test,the paper compared and analyzed the changes of mathematics scores in the experimental class before and after the teaching,and studied whether the influence of classroom introduction on students with different scores was the same.The results of this study are as follows:1.There are three reasons for teachers' deficiencies in classroom introduction: the introduction method is single,the introduction topic deviates from the subject content,the introduction time is not properly grasped and the introduction process is simple and boring;there are three reasons for the deficiencies: first,teachers' comprehensive quality needs to be improved;second,teachers do not pay attention to the introduction process;and finally,teachers' cognitive judgment on students is not accurate.2.It is concluded that the principles of relevance,conciseness,contingency and active participation should be followed in classroom introduction.3.The experimental teaching class conducts teaching through carefully designed classroom introduction.The average score of the class is higher than that of the control class,and there are more high scores.The overall score of the class has been improved,which is equal to the variance of the results of the control class.Therefore,the carefully designed classroom introduction can improve the students' performance.4.Through the analysis of the attitude differences and interviews between the students in the experimental class,it shows that the carefully designed classroom introduction can improve the students' interest in learning mathematics and change their learning attitude to a certain extent.5.After comparing the average score and standard deviation of different levels of students' scores before and after the teaching experiment,it is found that the carefully designed classroom introduction has no significant impact on the excellent students,but has a significant impact on the middle school students and the poor students.Finally,according to the results of the study,through the reasons for the existence of deficiencies,we seek to improve the teaching measures of the classroom introduction link,and put forward targeted suggestions for teachers' teaching.