Research On The Generative Teaching Of Vector Content In High School

As the key hub of connecting algebra and geometry,vector is important teaching content in high school mathematics curriculum,which plays an important role in cultivating students' mathematical core literacy of mathematical abstraction,logical reasoning,mathematical modeling,mathematical operation and intuitive imagination.In the study of geometry,free vectors are used to describe the relationship between the position and shape of objects,which breaks the confinement of comprehensive geometric thinking;in the study of algebra,unique operations and laws endow vectors with rich mathematical properties,providing prototypes for many abstract mathematical systems.For high school students who are initially exposed to vector courses,it is a double shock on the cognition of geometry and algebra,and a comprehensive innovation of the inherent cognitive system.Therefore,a reasonable review of the old and new cognitive contradictions,conform to the structure of vector mathematics,and finally autonomously construct a relevant cognitive system are important difficulties for high school students in the learning of vector courses.Looking at the current situation of vector teaching,we can see that it is too conventional,more presupposition and less generation.The seemingly "calm" classroom actually hides "the torrent of thinking".It is very urgent to release the students' repressed thinking and innovate the teaching concept.Generative teaching is in line with the concept of new curriculum reform,which is opposite to the traditional pre formed teaching.It emphasizes the real-time tracking of classroom development,encourages students to naturally produce thinking products and naturally breeds teaching results.In the new curriculum reform trend of the transformation from examination oriented education to quality education,it is of great significance to improve vector teaching in senior high school.Therefore,this study investigates and analyzes the current situation of generative teaching in vector teaching,explores the important factors affecting its implementation,and tries to explore the application strategies of generative teaching in vector curriculum in senior high school.Both quantitative and qualitative methods were used in this study.First of all,on the basis of consulting historical documents,the connotation of generative teaching is clarified,and its operation mechanism,application and characteristics in different course types are clarified.Secondly,after listening to a wide range of experts' suggestions and opinions,the research variables were defined and the questionnaires for teachers and students were compiled.Finally,through the test of more than 200 teachers and students,the questionnaire was collected and the results were statistically analyzed.The final conclusion is as follows:First:Teachers have a high level of understanding of generative teaching,and their practice level in vector teaching is low.Second: Cognitive and practical dimensions are mostly at a moderate level.Based on the level of teaching concepts,the researchers divided the types of teachers' concepts into 9 types.Among them,the type with moderate cognition and moderate practice has the largest number of people,and the type with higher cognition,lower practice and the type with lower cognition and higher practice are the least.Third: Most students have a certain amount of "personal mathematics knowledge",which is a hidden resource to be exploited in high school vector classroom teaching activities.Fourth: Different characteristic variables have an effect on the personal mathematical knowledge in student vector learning.There was no significant difference in the cognition of individual mathematical knowledge between class role variables and gender variables,no significant differences in the exchange and application of individual mathematical knowledge by gender variables,and significant differences in the exchange and application of individual mathematical knowledge between class role variables and gender variables.Class cadres have a higher tendency to exchange and apply personal mathematical knowledge.Fifth: The personal mathematics knowledge in student vector learning showed significant grade differences,among which there were no significant differences in cognitive dimensions,and in communication and application dimensions,the differences between the three grades were significant,with the second grade outperforming the third grade and the senior grade better than the senior grade.Sixth:The teaching mode of generative teaching,which drives students to explore learning independently,can stimulate students' internal potential.