Investigation And Research On The Teaching Status Of "Conic Sections And Equation" Exercise Teachings In High School

As an important type of mathematics teaching,high school mathematic exercise teaching is a crucial way to improve the ability of high school students to solve mathematical problems and proficiently use mathematical knowledge,and it is a key period for students to deepen their understanding of mathematical knowledge,check and fill gaps,improve mathematical ability,and develop mathematical thinking.Through educational internships,researchers found that teachers did not pay enough attention to the mathematic exercise teaching,usually picked up textbooks or tutoring materials to explain directly,and the topics that students understood in class had no way to start,and the learning efficiency of practice problems was not high,"Conic curves and equations" has always been a major difficulty in teaching mathematics in high schools.Therefore,the research question in this paper is:What is the current situation of teaching "Conic Curves and Equations" exercise courses in high schools?What are the teaching strategies for high school "Conic Curves and Equations" exercises?This paper selects 160 high school mathematics teachers and 350 high school sophomores from a county in Gansu Province as research objects,and uses literature analysis method,questionnaire survey method,interview method and classroom observation method to learn from the understanding of teachers and students of "Conic Curves and Equations" exercise teaching,the learning interests and habits of students in"Conic Curves and Equations" exercise teaching,the selection and setting of "Conic Curves and Equations" exercise problems,the teaching method of "Conic Curves and Equations" exercise teaching,and the teaching evaluation of "Conic Curves and Equations" exercise teaching.The current situation of teaching high school mathematics problem courses was investigated from six aspects:(1)Teachers and students unanimously agree on the importance of math lessons,but students’ interest in learning new lectures is higher than that in practice lessons,and students’ enthusiasm for learning in practice lessons is insufficient;(2)The choice of teaching methods of teachers meets the needs of students;(3)The selection and setting of exercise problems are arbitrary,and most of them are based on teaching materials;(4)In the process of explaining the problems of teachers,most of them mainly explain the problem-solving process,and lack guidance and reflection on problem-solving strategies;(5)The utilization rate of multimedia in exercise classes is low and the use is not proficient;(6)The main body and function of the teaching evaluation of exercise courses are relatively single;(7)Teachers’ teaching of mathematical thinking methods and the cultivation of mathematical core literacy are not clear,and mathematical thinking methods are not penetrating in place.According to the current teaching status of high school mathematics problem courses,combined with pedagogical theory,the teaching strategy of high school mathematics study questions is proposed:(1)Pay attention to the selection and setting of exercises,which should be closely related to the classroom theme,follow the curriculum standards,closely link with real life,and pay attention to explorability and openness;(2)Pay attention to the construction of the knowledge system of practice courses and help students form a complete knowledge network;(3)Teaching design should pay attention to the improvement of students’ problem-solving ability,teaching design should pay attention to student participation,attach importance to teaching evaluation,design hierarchical problem-solving activities,and strengthen the metacognitive monitoring skills of problem solvers;(4)Focus on multimedia-assisted teaching;(5)Pay attention to the cultivation of students’ mathematical thinking methods,pay attention to the clarity of mathematical thinking methods in the teaching process,and build and improve the mathematical thinking method system.In order to provide reference for the teaching design of "Conic Curves and Equations" exercise courses and high school mathematics study problem courses,and provide help for the teaching of high school mathematics front-line teachers.