Research On The Present Situation And Countermeasures In Mathematics Generative Learning Of Senior High School Students

Generative learning is a kind of learning in which learners actively participate.By actively constructing knowledge,generative meanings of things can be realized.It is "learning through personal digestion".Mathematics generative learning is the specific application of generative learning concept in mathematics.High school mathematics generative learning emphasizes that high school students establish the relationship between mathematical knowledge independently,generate the understanding of the inherent logical meaning of mathematical knowledge,and further divergently create,which is of great significance to the development of high-order thinking and the cultivation of mathematical core literacy of high school students.Starting from the concept of generative learning,this paper defines the concept of generative learning of mathematics in combination with students' learning psychology and the characteristics of mathematics subject in senior high school,and divides the process of generative learning of mathematics into four stages: motivation stage,attention stage,creation stage and reflection stage.Based on these four stages,the five characteristics of generative learning in mathematics are refined and explained: process,autonomy,relevance,symbolism and value-added.Through questionnaires and interviews with teachers,we know the current situation of "teaching" and "learning" in high school mathematics generative learning.The results show that: at the student level,high school students lack the positive intention of mathematics generative learning;the understanding of mathematics knowledge is superficial and the level of transfer and integration is low;the ability of solving mathematical problems is general,and the value-added and symbolic characteristics of mathematics generative learning are not very good.Reflect;The introspection consciousness of mathematics learning is not strong.At the teacher level,most mathematics teachers have the intention to implement the concept of generative learning in mathematics class,but the specific implementation is not good.According to the results of the survey,the factors affecting high school students' generative learning of mathematics are analyzed from two aspects: the students themselves,the students' weak motivation and low interest in high school mathematics learning lead to the students' failure to prepare for generative learning of mathematics;the cognitive obstacles of students' verbal information and wisdom skills at the attention stage lead to the mathematics credibility.It is difficult to understand and transfer information,and students lack the ability of inquiry,creativity and self-reflection in the stage of creation and reflection.In mathematics classroom teaching,some senior high school teachers have a biased understanding of students' formative learning,giving students less generative opportunities in class,not timely feedback of generative materials,and insufficient development of generative resources.In view of the above-mentioned factors affecting high school students' generative learning of mathematics,combined with specific teaching cases,this paper presents a new strategy of high school mathematics teaching based on the concept of generative learning of mathematics,which mainly includes making preparations for generation before class,establishing generative orientation,seizing generative opportunities in class,breaking cognitive barriers,developing generative ability,and reflecting and continuing generative ability after class,in order to build a sense for high school students.Mathematics generative learning platform of knowledge,exploration,knowledge and extension can improve the ability of mathematics generative learning.