Research On The Degree Of Fit Between The Learning Of Mathematical Thinking Methods Of High School Students And The Examination Of The College Entrance Examination

The Ordinary High School Mathematics Curriculum Standards(2017 Edition)and The Explanation of Jiangsu College Entrance Examination in 2019(Mathematics)both highlight the importance of mathematical thinking and methods in the teaching and learning of mathematics in high schools.Every year,the application of students' thinking method will be examined in Jiangsu mathematics college entrance examination.However,in the actual teaching,there is a certain gap between the students' mastery of the ideological methods and the requirements of the college entrance examination.Therefore,the analysis of the correspondence between the learning situation of the ideological methods of senior high school students and the examination requirements of college entrance examination has important theoretical significance and practical value.This research adopts literature analysis,content analysis,investigation method and case study.Based on the analysis of Jiangsu mathematics college entrance examination questions in recent ten years,this paper divides the different levels of requirements for the examination of mathematical thinking methods,and compiles a questionnaire on the study of mathematical thinking method,investigates the current high school students' learning situation of mathematical thinking method,studies the differences of gender,subject and school,and further analyzes the correspondence between the high school students' learning situation and different levels of examination requirements.Finally,combined with the students' problem-solving cases and answers,the paper puts forward constructive teaching strategies.The main conclusions are as follows:(1)Jiangsu college entrance examination mathematics volume I has a large proportion of examination on function and equation,combination of number and shape,classification and discussion.It is involved the fill-in-the-blank and math application questions,and the examination requirements can be divided into three levels.(2)There is no significant difference between male and female students in the study of mathematical thinking method;the understanding ability of science students is weaker than that of liberal arts students,but the overall application ability is better than that of liberal arts students,and there is significant difference in the scores of classified discussion questions of level 2 for liberal arts students;there is significant school difference in the scores of concept understanding,level 2 and level 3 questions of three kinds of thinking method for students,and the scores of students from school S1 at level 2 and level 3 questions are higher than those of other two schools.(3)The senior high school students' understanding of mathematical thinking method is not comprehensive;students' application of the three ideological methods of level 1 is in a highly consistent state with the examination requirements of the college entrance examination;the students' application of the three ideological methods of level 2 is in a medium high state with the examination requirements;in Level 3,students' application of logarithmic combination thought is in a medium state with the examination requirements,and students' application of the other two kinds of thinking methods and the requirements of examination have a low degree of agreement.(4)In the process of solving problems,students mainly have the following problems: do not understand the problem,have no way to solve the problem;ignore the key information;have no consciousness of using mathematical thinking method to solve problems;the ability of mathematization is weak;the ability of calculation is poor;the ability to think from the perspective of function is not good;the drawing is not clear;the ability of logic is weak,etc.(5)Based on the data analysis of the questionnaire,combined with the students' problem-solving cases,seven strategies are put forward to promote the students' learning of mathematical thinking methods from the perspective of teachers' teaching and students' learning.