Research On Typical Mathematical Proposition Teaching In High School Based On Comprehension

Understanding mathematical propositions is the prerequisite for students to use them flexibly and the basis for students to improve their mathematical literacy.Whether the math teacher meets the requirement of understanding teaching directly affects the students’ understanding level of math proposition.Based on this,the paper based on the design of "based on the understanding of mathematical proposition teaching" evaluation basis,through reading teaching plans,case analysis and classroom observation to study the following three questions: how about the teaching status quo of typical high school mathematical propositions based on comprehension? What are the typical teaching strategies of high school mathematics proposition based on understanding? The main conclusions are as follows.The teaching status quo of typical high school mathematical proposition based on understanding is: most teachers ignore the discovery process of mathematical proposition,and only a few teachers can design and discover the process of new proposition scientifically.The majority of teachers do not pay much attention to the origin of mathematical proposition proof thought teaching,only a small number of teachers pay attention to the origin of mathematical proposition proof thought analysis.Teachers attach great importance to the application of mathematical propositions,and can design diversified examples and exercises to help students skillfully use mathematical propositions.Most teachers can introduce new propositions by creating problem situations.5.Only some teachers can skillfully utilize information technology to make the abstract content intuitive.Only part of the teachers paid attention to the discovery and proof of mathematical proposition in the process of the infiltration of mathematical thought method,most of the teachers ignored the infiltration of mathematical thought method.The typical high school mathematics teaching strategies based on understanding are as follows:(1)based on students’ cognitive foundation,build a student-centered mathematics class;Abandoning the "tell" teaching,to guide students to explore the proposition,to achieve a deep understanding of mathematical proposition;The use of variable training to activate students’ divergent thinking,to promote students to understand mathematical propositions from multiple perspectives;Make good use of information technology,turn the abstract into intuition,promote the understanding of abstract proposition;5.Pay attention to the infiltration of mathematical ideas and methods to cultivate students’ mathematical learning ability.Finally,according to the characteristics of mathematical proposition and combining with the typical teaching strategy of high school mathematical proposition proposed above,the teaching design of "exponential function image and properties" and "sine theorem" based on understanding is completed.