Analysis Of The Current Situation And Effective Teaching Strategies Of High School Mathematics Example Teaching

The author defines the basic concepts such as "examples","mathematical examples","mathematical exercises" and "example teaching" by consulting materials.On the basis of a correct understanding and positioning of these concepts,the author has consulted,studied and combed the function and compiling principle of example teaching,as well as the relevant literature on example teaching and effective teaching at home and abroad.In classroom teaching,mathematical methods and mathematical ideas are conveyed through examples.The selection,design and arrangement of examples before class,the explanation of examples in class and the reflection of examples after class belong to the three stages of example teaching,which play a vital role in the whole mathematics teaching.Based on this,combined with the theoretical basis of literature research and the author's teaching practice experience in the work,with the help of the data analysis results of the questionnaire survey,this paper focuses on how to improve the effectiveness of example teaching in high school mathematics class.This study is for students and teachers,combined with the selection of textbook examples and college entrance examination questions in classroom example teaching,mainly for the current situation of high school example teaching under the current teaching mode.This study focuses on students' and teachers' views,expectations and influences on example teaching from teaching content to teaching methods,as well as the reflection on example teaching after class.Based on the effective teaching theory,this study proposes feasible methods to improve the effectiveness of example teaching,to help students improve their mathematical thinking ability,optimize the quality of mathematical thinking,and let students really learn to study.Through the questionnaire survey on the current situation of example teaching,it is found that students are always in a passive state of learning in the process of example teaching,and lack of the process of independent thinking and active reflection.Students'learning of examples mainly has the following shortcomings:(1)Students are not willing to go out of the learning comfort zone,hoping that the difficulty of the topic is suitable for them,and they are used to the familiar types of questions.They are afraid of the uncertain and unfamiliar types of questions,and lack the spirit of exploration in the face of challenges and difficulties.(2)Students can pay attention to the teacher's example teaching in class consciously,but there is a certain inertia in thinking.They rely too much on the teacher's explanation and will only passively receive knowledge instead of actively thinking.(3)It is difficult for students to internalize their knowledge into their learning ability because of their weak sense of reflection and insufficient deep thinking and excavation of problems,which makes it impossible to draw inferences from one instance in the process of solving problems.Through the questionnaire survey on the current situation of teachers' example teaching,it is found that teachers have the following shortcomings in the example teaching:(1)The lack of careful design of examples by teachers easily leads to the lack of typicality and innovation.(2)In the example teaching,the utilization rate of teaching materials is not high.the research and mining of textbook examples and college entrance examination questions are not deep enough,and their own understanding is insufficient.Teachers' insufficient connection and extension of examples make students' thinking limited.In the process of example teaching,students' active participation is lacking,and the potential cultivation of students' mathematical thinking,viewpoint and interest is ignored.(3)Teachers often ignore students' reflection and summary of examples.Without a profound reflection process,students can not effectively improve their knowledge structure and optimize their thinking system.This paper analyzes the reasons that affect the effective teaching of high school mathematics examples.There are four main points:the traditional classroom teaching mode leads to students' passive and lack of inquiry spirit;the imbalance between teaching and learning leads to the contradiction between teachers and students;teachers'lack of experience in example teaching leads to limited expansion and extension;the lack of reflection and summary leads to the understanding staying on the surface but not grasping the essence.According to the analysis of the survey results,based on the current situation of high school mathematics example teaching,the author mainly analyzes the relevant strategies of how to implement the effective teaching of high school mathematics examples from three aspects:the content design of examples,the teaching methods of examples and the reflection of example teaching:(1)Teachers should excavate the textbook and college entrance examination questions,reasonably locate and reorganize them,focus on the "zone of proximal development",carefully design examples,and build mathematical models based on the"source" and "flow";(2)Teachers should explain the examples thoroughly,establish knowledge network,ask questions timely,and focus and activate students' thinking.In addition,we should also pay attention to the expansion of variants to deepen and spread students' thinking;(3)Teachers should reflect on the results of example teaching and promote the transfer and application of knowledge.Reflect on the law of problem-solving,and explore multiple solutions to a problem.And teachers should reflect and integrate knowledge,creatively ask questions,so as to optimize students' thinking quality.This paper provides some practical suggestions for the effective implementation of high school mathematics example teaching,in order to better guide the example teaching of teachers,so as to help students improve their mathematical thinking ability and optimize the quality of mathematical thinking.