A Study On The Influence Of Three Concept Introduction Methods On The Quality Of Concept Learning Of High School Student

Under the historical background of educational reform in the new period,the idea of mathematics education in senior high school is further reformed.Curriculum standards also pay more and more attention to the process and methods of mathematics learning.In view of the characteristics of high school mathematics concepts are highly abstract,the introduction of concepts is particularly important.As the first step of concept teaching,concept introduction plays an indispensable role in the whole concept teaching.The main research questions are as follows :(1)is there any significant difference in the impact of the three concept introduction methods on the quality of students' concept learning?(2)Are there significant differences in the impact of the three concept introduction methods on the concept learning quality of students with different academic levels and different non-intelligence levels?In order to study the above problems,literature analysis method is firstly adopted to refer to existing relevant researches in the research field,understand the research status and research gaps,lay a foundation for the establishment of research problems,and clarify the research ideas.Secondly,experimental method was used for comparison.The three classes were respectively taught the concept of exponential function by situation introduction,experiment introduction and story introduction.After the teaching,posttest was conducted,and SPSS 22.0 software was used to analyze whether there were significant differences in posttest scores of students in the three classes.And the influence of three concept introduction methods on the academic performance of students with different academic levels and different levels of non-intellectual characteristics;Finally,based on the post-test results,representative students from the three classes were selected for interviews to understand students' attitudes towards concept introduction teaching,so as to help analyze the impact of three different concept introduction methods on students' concept learning.The results are as follows :(1)there is a significant difference in the posttest scores of the three classes,and the difference effect belongs to the medium effect.The difference mainly comes from the class that adopts situation introduction and experiment introduction teaching,as well as the class that adopts situation introduction teaching and story introduction teaching.The students' academic performance in the class that adopts situation introduction teaching is significantly better than that in the class that adopts experiment introduction teaching and story introduction teaching.(2)According to the ranking of students' pre-test scores,the experimental subjects were divided into high group,middle group and low group,and there was no significant difference in the post-test scores of high group students;There are significant differences in the post-test scores of the middle group and the low group students,and the difference effect belongs to the middle effect.The difference mainly comes from the class that adopts situation introduction and the class that adopts experiment introduction,and the students' scores in the class that adopts situation introduction are significantly better than those in the class that adopts experiment introduction.(3)According to the score of the Questionnaire on non-intelligence characteristics in Mathematics learning of Senior High School students,the students were divided into non-intelligence assessment excellent students,ordinary students and learning difficulties students.There was no significant difference in the post-test scores of the excellent students in the three classes;There is a significant difference between the post-test scores of ordinary students and the students with difficulty in learning,and the difference effect belongs to the medium effect.The difference mainly comes from the class that adopts situation introduction and the class that adopts experiment introduction.The students' scores in the class that adopts situation introduction are significantly better than those in the class that adopts experiment introduction.Based on the research results and conclusions,the following teaching suggestions are put forward :(1)deeply observe students' learning situation,highlight the rationality of concept introduction on the basis of understanding students;(2)Based on students' daily life,highlight the interestingness of concept introduction on the basis of understanding teaching;(3)Accurately understand the course standards and textbooks,and highlight the mathematical flavor of concept introduction on the basis of understanding mathematics.