Research On Conic Curve Teaching Strategy From The Perspective Of Mathematics Core Competencies

In the context of the new curriculum reform,the cultivation of mathematics core competencies has gradually become the trend of the development of mathematics education,which can promote students to get a more comprehensive development in mathematics.As an important part of high school mathematics curriculum,the content of conic curve contains a variety of important mathematical ideas and methods.Firmly grasping the content of conic curve is of great significance to students' learning during high school stage and the cultivation of mathematics core competencies.But the current conic teaching strategies for the cultivation of mathematics core competencies are relatively imperfect.Therefore,the purpose of this study is to explore conic curve teaching strategies based on the cultivation of mathematics core competencies,so as to guide teachers to carry out the teaching design and classroom implementation of conic curve more effectively.Using the methods of literature research,questionnaire survey,statistical analysis and interview,this study analyzes the current situation of students' conic learning from the perspective of mathematics core competencies,puts forward the teaching strategies of conic curve and teaching mode,and makes detailed design in teaching according to the mode.The main contents are as follows.Firstly,316 senior high school students in S City of A province are investigated to analyze the learning status of students' conic curve from the perspective of mathematics core competencies.The results show that the overall situation of students' learning of conic curve is not optimistic,and there are some problems,such as low interest in learning,inappropriate preview methods,lack of solid basic knowledge,lack of basic skills,fear and rejection of learning,poor thinking quality,and lack of self-reflection consciousness.There is a significantly positive correlation among the three processes of students' pre-class cognition,in-class learning and post-class review of conic curve.Meanwhile,during sthdents' learning in the classroom,the basic knowledge,basic skills,emotional attitude and thinking quality are also in the same positive correlation.Secondly,in view of the learning status of students' conic curve,combined with the suggestions of front-line teachers,and under the guidance of the theories of problem-based and developmental teaching,this paper puts forward the conic teaching strategies based on the cultivation of mathematics core competencies from three aspects: before class,during class and after class.The pre-class guidance strategies include the formulation of teaching objectives and the preview scheme,which lay a good foundation for the cultivation of mathematics core competencies;In class teaching strategies include the creation of situation,basic knowledge,basic skills,emotional attitude and the cultivation of thinking quality,so as to promote the core competencies of mathematics to “take root” in the classroom;After class reinforcement strategies include the design of knowledge structure and after calss homework to further strengthen the cultivation of mathematics core competencies.Thirdly,according to the teaching strategies,the conic teaching mode is constructed,which includes three stages of preparation,cultivation and strengthening.At the same time,two teaching designs are taken as examples to illustrate how to implement the teaching,and the ways to cultivate the core competencies of mathematics in the classroom are analyzed.The results show that the conic teaching should take basic knowledge as a carrier to promote the development of students' basic skills,emotional attitude and thinking quality.With the support of emotional attitude,the improvement of basic skills and thinking quality effectively promote the all-round development of students' mathematics core competencies.