Research On Teaching Strategy Of Analytical Geometry In Senior Three

What are the obstacles to analytic geometry learning in senior three? In the next two rounds of review,what strategies should teachers adopt to help students overcome these obstacles and achieve excellent results in the college entrance examination?Although many experts and front-line teachers at home and abroad are also studying the teaching strategies of analytic geometry,and many gratifying conclusions have been drawn,there are few studies on the teaching strategies of different review stages and different review contents in senior three.Therefore,how to review the analytical geometry content scientifically and prepare for the examination efficiently has become an urgent problem for teachers and students.Based on a wide range of information and literature,combined with their own teaching experience,and on the basis of the analysis of students' learning disabilities in analytic geometry,this paper explores teaching strategies suitable for senior three students and can help them improve their review efficiency.Through questionnaires,interviews with teachers and students,and SOLO classification evaluation and analysis of students' analytical geometry test results,this paper concludes that there are obstacles in analytic geometry learning in senior three:knowledge barriers,ability barriers,operational strategy barriers and emotional barriers.Among them,the knowledge obstacles are mainly reflected in: not fully understanding the definition of conic curve,not familiar with the second-level conclusions,poor knowledge reserve of plane geometry and more knowledge forgetting;The main ability obstacles are: the use of geometric properties is not skilled,the conventional methods are not in place,the information recognition ability is poor;The main obstacles of operation strategy are: weak operation ability,improper operation method,lack of operation skills,etc.The main emotional disorders are:dependent heart,fear of difficulty heart,anxiety heart serious,serious set thinking.However,the teaching difference between concept teaching and problem solving teaching is an important reason for students to have learning disabilities.Considering the students' learning situation,the characteristics of analytical geometry knowledge and the requirements of the college entrance examination,this paper mainly studies the teaching strategies of analytical geometry from the first and second round of review.One round of review strategies :(1)return to the textbook,grasp the essence of knowledge;(2)Question group teaching strategy guided by general method;(3)Mind mapping strategy.The three strategies focus on knowledge combing,method induction and summary and reflection,comprehensively combing basic knowledge,basic skills and methods.The second round of review strategies include :(1)inquiry teaching strategy guided by wrong questions;(2)One problem multiple solution strategy;(3)Thought transfer strategy.These three strategies focus on knowledge breakthrough,method formation and thought infiltration and transfer respectively,and are committed to consolidating the effect of a round of review while improving students' problem-solving ability.Through the research,the conclusions are: senior three mathematics review needs a variety of teaching strategies combined;Different teaching strategies need to be used in different review stages and contents.The purpose of implementing different teaching strategies is to achieve accurate teaching.