Research On Problem Solving Strategy Of Conic Curve Under The Guidance Of Core Literacy

This paper mainly studies the problem-solving of conic from the perspective of the core literacy of mathematics.As an important part of high school mathematics,the content and thought of conic curve have many irreplaceable functions and functions to promote the development of students’ core literacy.In fact,conic curve is still difficult for most students.By using the methods of literature research,investigation and case analysis,this paper introduces the knowledge framework and content structure of conic in detail,taking the classical educational theory involved as the research cornerstone and guidance.Under the guidance of Polya’s problem-solving thought,and drawing lessons from wagenshene’s example teaching method and Bruner’s classification theory,this paper analyzes the question type of conical curve and its core quality of examination,gives its corresponding problem-solving methods and strategies,puts forward teaching suggestions,and gives teaching cases for explanation.The author selects the teachers and students of my school as the research object of interview and questionnaire test.This paper uses Polya’s problem-solving thought,and the subdivision steps of each stage are as follows: clarifying the problem stage includes combing the explicit known,mining the implicit known,and understanding the requirements of the problem;The planning stage includes transforming problem forms,associating problem-solving thinking and clarifying problemsolving ideas;The realization plan stage includes precise problem-solving steps and inspection problem-solving steps;The review and reflection stage includes Abstract problem-solving thinking,optimizing problem-solving methods and expanding the extension of problems.After using Polya’s problem-solving thought to guide the problem-solving steps,this paper analyzes the mathematical core literacy investigated by the problem,and understands the situation of students’ core literacy.Through the statistical analysis of the survey data,the students think that the difficulty of the conic problem is from high to low,such as operation,thinking and method skills,complex and changeable problems,etc.In terms of core mathematical literacy,students’ performance level in intuitive imagination literacy and logical reasoning literacy is better than mathematical abstraction literacy and mathematical operation literacy.Students’ mathematical operation literacy level is the worst,mainly due to the complexity of conic calculation.Teachers generally agree that students’ internalized knowledge schema is the basis,the flexible use of knowledge schema is the key,and the formation of mathematics core literacy is the purpose.Teachers believe that learning is students’ learning,and only students’ active learning is real learning.They guide students from asking me to learn to I want to learn,that is,those who know are not as good as those who are good,and those who are good are not as good as those who are happy.Finally,it puts forward some suggestions on conic problem-solving under the guidance of core literacy,including the manifestation of mathematical core literacy;Using Polya’s problem-solving thought to guide problem-solving;Construct conic knowledge schema;Classify knowledge;Infiltrate the thinking methods and Strategies of mathematical problem solving;Take students as the foundation and teach students according to their aptitude;Develop the habit of reflection,experience and reflection is growth;Pay attention to the application of information technology and realize the deep integration of information technology and problem-solving teaching.The author believes that good teaching strategies are the help to promote teaching.Under the guidance of teachers,students give full play to their subjectivity.Under the concept of constructivism,students complete the growth of knowledge and internalize it into their own knowledge schema,so as to imperceptibly form the core quality of mathematics.