Research On High School Mathematics Concept Teaching Based On Problem-Driven

Mathematical concept is not only the starting point of mathematical logic,but also an important form of mathematical thinking.Concept teaching is the foundation and core of mathematics teaching.Reviewing the reform process of the new curriculum of high school mathematics,it can be seen that the basic philosophy of the curriculum is oriented by cultivating morality and cultivating people and developing quality education.It emphasizes the development of students,the cultivation of students’ core quality of mathematics and the understanding of the essence of mathematics.However,through investigation and investigation,it is found that there are some problems in the concept teaching of high school mathematics: concept teaching goes through the formalities,it is common to emphasize "problem solving" rather than "concept",the effect of concept teaching is not ideal,and the goal of mathematics education can not be implemented.To change this situation fundamentally,teachers need to change their educational ideas and seek more appropriate teaching methods.Problem-driven concept teaching is problem-oriented and student-centered,allowing students to understand the essence of concepts and acquire mathematical ideas and methods in the process of solving problems.Problem-driven teaching fully embodies the new curriculum concept and plays an active role in promoting concept teaching.Based on this,this paper combines problem-driven teaching with high school mathematics concept teaching to explore how to carry out problem-driven high school mathematics concept teaching in order to promote students’ concept learning and teachers’ concept teaching.Firstly,through literature research,the author sorted out the current situation of problem-driven high school mathematics concept teaching,analyzed and summarized the existing problems,and took this topic as the starting point of research.Then,on the basis of literature research,taking G Middle School in Shihezi City as an example,through student questionnaire survey,teacher interview survey and classroom observation,the status quo of high school mathematics concept teaching was obtained,and the existing problems were sorted out.In view of the problems found,on the basis of previous studies,combined with the specific status quo,literature research and the suggestions of front-line teachers,starting from the links of mathematics concept teaching,this paper puts forward the problem-driven teaching strategy of mathematics concept in high school from three aspects: concept introduction,concept formation,concept consolidation and deepening.Concept introduction link,interesting question strategy,stimulate learning motivation;Situational problem strategies to promote conceptual understanding;Problem transfer strategy,promote review of old knowledge;Problem conflict strategies stimulate cognitive drives.Concept forming link,question enlightening strategy,promote thinking collision;Problem exploration strategies to promote independent construction;Hierarchical question strategies promote deep learning.Concept consolidation and deepening,problem transformation strategy,training of innovative thinking;Problem expansion strategy,deepening concept understanding;Problem reflection strategy,improve cognitive structure.Based on the proposed strategy,a problem-driven high school mathematics concept teaching process is designed,and the "concept of function","concept of plane vector" and "ellipse and its standard equation" are taken as examples to give the problem-driven high school mathematics concept teaching design.With the deepening of the new curriculum reform,teachers should give full play to the educational value of mathematics.Problem-driven concept teaching can reveal the essence of mathematical concepts,improve students’ ability to solve problems,and enable every student to get a good mathematics education.It is expected that the problem-based teaching strategy and instructional design of high school mathematics concepts proposed in this paper can provide a reference for front-line teachers.