Research On The Effective Teaching Of The Feynman Technique In High School Probability

According to the concept of Ordinary High School Mathematics Curriculum Standards(revised edition in 2020)in teaching practice,teachers are supposed to actively explore and innovate teaching patterns while teaching,and promote students' independent inquiry,this will be the focus of teaching practice.But in reality,students' learning outcome has failed to meet expectation and many students memorize knowledge mechanically,study passively,study inefficiently.Low efficiency of learning is contrary to the effective requirements of current quality education on classroom teaching.Therefore,all educators pursue one objective,that is,to ameliorate the effectiveness of teaching.The Feynman technique is a widely spread and efficient learning method of "promoting learning by teaching".its essence is to dig out its own knowledge fault by means of simulation teaching,and make the best use of it to search for answers and repair loopholes,so that students can really understand knowledge.In this regard,combing earlier teaching practice in high school,this paper attempts to put forward an effective teaching mode of high school probability teaching by integrating the Feynman technique into teaching.First of all,in view of former researches in the Feynman technique,this thesis proposes six relevant steps in its application of teaching practice.They are self-study(clarifying knowledge point and go through learning materials),practice retelling(presenting content of self-study),correct mistakes(finding out weakness),simplify knowledge points(deepening understanding),expand by analogy(expanding learning area),summarize(constructing knowledge structure).These six steps are closely linked to promote students' independent inquiry and in-depth study,and give full play to teachers' guiding role,so as to improve the effectiveness of teaching.Then,the Feynman technique is integrated into the teaching practice of "geometric probability" to make a meaningful exploration.Second,with the same teaching content,two classes of equivalent level are arranged to carry out control experiment.For making the experiment more reliable,the two classes use the same test paper and take the test at the same time.Datum acquired through experiment can be handled by SPSS.Besides,students in the class requires to complete a questionnaire where the Feynman technique is introduced into classroom teaching practice.From the analysis and comparison of the experimental results and the questionnaire answers,it can be seen that the introduction of the Feynman technique in the classroom has a significant effect.Finally,according to the results of experiments and investigations,it shows that the Feynman technique can be effectively implemented and applied in high school teaching.The application of the Feynman technique can validly enhance students' consciousness of autonomous learning,accessing materials and presentation.This research provides references for teachers' teaching design,provides ideas for exploring the "student-centered teaching model reform",and provides practical experience for the application of Feynman technique in high school mathematics teaching.However,the application of Feynman technique in the six steps of teaching practice obtained in this research is still in the trial stage,and only the subject of high school probability is studied.Whether Feynman technique can be applied to other topics or other disciplines needs further research.