Research On High School Mathematics Concept Teaching Based On PBL Teaching Mode

In the context of the new era,with the rapid development of China’s politics and economy,society’s requirements for talent cultivation mechanism have been increasing.Nurturing people for the Party and talents for the country requires vigorous promotion of reform and innovation in the field of education and teaching.High school mathematics concept is an area that cannot be ignored in the research of high school mathematics teaching.In order to follow the current trend of mathematics curriculum teaching reform and fit the ideology of the new college entrance examination reform,it is imperative for educators to conduct in-depth research on the teaching mode of high school mathematics concepts in the classroom.The student-centered,problem-oriented,inquiry-based,and cooperative PBL teaching model is highly compatible with the cultivation concept of the new curriculum reform and can meet the current requirements of talent cultivation.Through literature analysis,questionnaire survey and case study,this study organically combines the concept teaching of high school mathematics with the PBL teaching mode to break through the traditional mathematics concept teaching mode and open up new ideas for concept teaching.The main research contents are summarized as follows:First,the research background,research questions and significance,ideas and methods are clarified.By reviewing the relevant literature,the research results of PBL teaching mode and mathematics concept teaching at home and abroad are sorted out and analyzed,the current situation is reviewed and studied,and the feasibility of combining PBL and concept teaching is analyzed.Secondly,the core concepts and connotation characteristics of PBL teaching mode,mathematical concepts and concept teaching were defined;constructivism,contextual learning and cognition,goal classification theory and meaningful learning theory were used as the theoretical basis of this study.Again,a questionnaire was developed to investigate the current situation of high school students’ learning of mathematical concepts,to assess the current level of PBL competencies possessed by students,and to understand students’ perceptions of PBL applied to teaching mathematical concepts.Through the qualitative and quantitative analysis of the survey results,the problems in teaching mathematical concepts were summarized.Then,combining the survey results and PBL-related concepts,the PBL teaching model in high school mathematics concept teaching is constructed from the theoretical basis,teaching objectives,operation procedures,implementation conditions,and multiple evaluations.On this basis,specific teaching strategies under the PBL teaching model are formulated in four aspects: the construction,acquisition,deepening and application of PBL concepts.Finally,specific cases of PBL teaching mode applied to high school mathematics concept classes are given with the examples of "The Concept of Exponential Functions" and "Basic Three-dimensional Figures(2)".This study integrates the PBL teaching mode into the concept teaching of high school mathematics,further optimizes the concept teaching mode of high school mathematics,improves and enriches the form and content of concept teaching,and helps to promote the implementation of core literacy in mathematics and improve the nurturing value of mathematics.The related study can provide reference and reference for the development of PBL teaching model in mathematics concept teaching.