High School Mathematics Conic Curve And PBL Teaching Model

Conic curve is the core content of analytical geometry,is an important part of high school mathematics curriculum,has a decisive role in the college entrance examination,it contains a lot of mathematical thinking and methods,to improve students’ mathematical ability,cultivate students’ core quality of mathematics has a positive significance.Conic test questions have been difficult to teach due to their rich types of questions,high difficulty in thinking,diverse solutions,and large amount of calculation.Under the traditional teaching mode,students mainly learn conic questions by scrubing and mechanically memorizing conceptual formulas,which can not achieve good learning effects.Through literature research,PBL teaching model is not much used in high school mathematics teaching,and it is not applied to conic curve teaching basically.Therefore,it is very necessary to carry out teaching practice research on conic section.The author uses PBL teaching model to carry out research on the round of review teaching of conic section in senior high school.This study first analyzed the questions of conic curve,taking the national examination papers of Arts and Sciences,and new High school from 2013 to 2022 as the research object,mainly adopted text analysis method,and used the examination question analysis framework to conduct statistical analysis on the questions of conic Curve high test,and determined the characteristics of the questions and key examination knowledge points.Then combined with the analysis of the test paper,the students’ test paper(a test)and the questionnaire were designed.The questionnaire survey method was mainly used to analyze the students’ problem solving errors,and the common types of students’ errors were determined: psychological errors,calculation errors,strategic errors;And to understand the weak points of students in solving problems of conic plate: integration of straight lines and conic curves--fixed point and fixed value problems,maximum value and range problems,exploratory problems.Secondly,based on the analysis of conic test questions and the analysis of students’ problem solving errors,the conic teaching strategy is put forward.On the basis of previous literature,this paper studies PBL teaching and designs teaching cases by using PBL teaching model combined with teaching strategies.Finally,in order to verify the effectiveness of PBL teaching model and teaching strategy,the case study method is mainly adopted,and two classes are selected for teaching strategy practice research.The following conclusions are obtained:Conic curve test questions in the college entrance examination: the test questions are difficult,the examination of conic curve knowledge are more in-depth,pay attention to the definition of conic curve and standard equation,graph and simple geometric properties,line and conic curve position relationship examination;The test questions reflect the thought of function and equation,combination of number and shape,transformation and transformation,classification discussion,comprehensive examination of the combination of number and shape,equivalent conversion,classification discussion,logical reasoning,calculation and solving,space imagination and other aspects of the ability;The liberal arts examination questions are relatively difficult to science,the new conic curve examination questions structure is stable,pay attention to the basic knowledge,basic skills and basic ideas of the examination,especially the students’ logical reasoning and mathematical operation ability examination higher.Conic teaching strategy: pay attention to teaching materials,pay attention to the generation and development of basic knowledge;Create teaching situation,stimulate students’ interest;Focus on the integration of teaching and modern information technology;Attach importance to the type of summary questions and the infiltration of ideas and methods;Pay attention to calculation ability,cultivate good learning habits;Combining teaching theory with practice.The application of PBL teaching model and teaching strategy to conic teaching in senior high school can significantly improve the performance of experimental class,improve students’ interest in learning and problem-solving ability to a certain extent,and have a certain teaching effect.