High School Mathematics Classification Discussion Thought Teaching Research

The thought of classified discussion is an important way of thinking in middle school mathematics.In the No.12 Middle School mathematics teaching,students have not mastered the thought of classified discussion well,and teachers have not found effective solutions.This study uses literature method,survey method,interview method and case study method to explore three questions : What is the current situation of high school students ’ understanding of classified discussion ? What are the problems and difficulties of classified discussion in mathematics teaching ? What teaching strategies can improve the ideological level of high school students classified discussion ?The study selected 450 students and 14 mathematics teaching and research group teachers of Grade 2020 in No.12 Middle School.Based on the students ’ mastery of the idea of classified discussion,learning attitude and learning method,a student questionnaire was developed to investigate the current situation of students ’ understanding of the idea of classified discussion and analyze the reasons.This paper investigates the current situation of teachers ’ discovery,type establishment and application of students ’ classified discussion ideas.According to the feedback of the questionnaire survey,further interviews are conducted from the two aspects of teachers ’ teaching methods and teaching difficulties to investigate the problems and difficulties of teachers in the teaching of classified discussion ideas.Using SPSS,Excel and other tools to process the questionnaire data,this paper analyzes the current situation of students ’ understanding,learning attitude and learning methods.It is found that more than 57 % of the students do not understand the relevant knowledge of the classified discussion thought and the knowledge section involving the classified discussion thought,do not know whether they need the classified discussion,cannot determine the basis and object of the classified discussion and the problem solving,missing solution and so on.According to the results of the questionnaire and interview,21.43 % of the teachers did not know enough about the thought of classified discussion about the discovery,type establishment and application of the thought of classified discussion.14.29 %of teachers are not clear enough about the distribution of classified discussion ideas in high school mathematics textbooks;7.14 % of teachers occasionally mentioned classified discussion in class.71.43 % of the teachers would not take the students to analyze the reasons for classified discussion;57.14 % of the teachers did not explain the ideas of classified discussion;64.29 % of the teachers focused on the way of topic discussion infiltration classification thought.The survey results show that there are problems in students ’ understanding and mastery of classified discussion thought,and there are deficiencies in learning attitude and learning methods.In the teaching of classified discussion,teachers lead students to find that the consciousness of classified discussion is better,and there are problems and difficulties in establishing the applicable types of classified discussion and guiding students to apply classified discussion.In view of the current situation of students ’ learning and the problems existing in teachers ’teaching,suggestions for improvement are put forward to teachers and students one by one.According to the literature review,this paper summarizes the teaching principles of mathematical thought and the requirements of the new curriculum standards for thinking methods,and puts forward the teaching strategies from the teaching practice : 1.Based on the teaching materials,refine the ideas of classified discussion;2.Infiltrating the idea of classification discussion in the process of knowledge formation;3.Improving teaching methods and increasing acceptance of the idea of classified discussions;4.Relying on multimedia to concretize the idea of classification discussion;5.Construct a mind map to visualize the idea of classification discussion;6.Strengthen collective lesson preparation and refine exercise classification;7.Strengthen the topic variant training,determine the discussion object and basis;8.Strengthen reflection and improve application ability.According to the given teaching strategy,write the teaching strategy design case of ’ the first n items of arithmetic sequence and ’.Taking this case as part of the experimental material,four classes of grade 2020 in No.12 Middle School were selected for teaching experiments.The experimental group was taught according to the proposed teaching strategies to verify the effectiveness and feasibility of the teaching strategies.