Research On The Teaching Of High School Mathematics Concept Courses From The Perspective Of Ritual Theor

High school mathematics concept class is the main way for students to get in touch with new knowledge.This kind of class is the main place for students to construct knowledge,which has always been concerned by teachers.Ritual theory is a brand new perspective of mathematics education proposed by foreign scholars Such as Sfard in the 21 st century.The introduction and research of this theory in China is still in its infancy.The author found that this theory has great development potential and application after consulting a large number of literatures.In this paper,this theory will be summarized,and then from three aspects of the ritual theory for a more profound study.First of all,the reason and significance of this paper are briefly summarized,and the research framework for clarifying the definition of ritual theory,analyzing its existence,exploring its practicability,and verifying its effectiveness by experimental method is summarized.Then,a literature review at home and abroad is conducted to sort out and analyze the foreign ritual theory and its application,and the concept of ritual theory is defined based on Sfard school.The ritual is expressed as: in order to increase the sense of belonging and identity in the new environment,students adopt the previous experience to carry out actions.Next,based on the concept of ritual theory,it analyzes teachers’ teaching design to test whether ritual theory exists in teaching design.Through the analysis of teachers’ teaching design,it is found that teachers unconsciously use ritual theory.Therefore,guessing ritual is not a meaningless learning,and the ritualistic process involved by teachers in teaching can make the classroom proceed more smoothly and ensure the efficiency of classroom teaching within the development range of students.Then,based on OTL table,NVIVO software was used to verify the guess.In order to analyze the practicability of ritual theory in current classroom teaching,this paper codes and quantifies the data from the new perspective of ritual theory.It is found that the problem of ritual is a common problem in the teaching of mathematical concept,because the problem of ritual is more controllable and easier to achieve the teaching purpose of teachers.In addition,ritualistic questions can also lead to exploratory conclusions.Ritualistic process does not simply use previous experience to solve problems,and further guess that there is a potential construction of students’ new knowledge in this process.Finally,through the teaching experiment,verify the guess,test the validity of ritual theory to improve the teaching.This part attempts to apply ritual theory in mathematics classroom by taking functional monotonicity as an example.The experiment shows that the teaching design of functional monotonicity under the consideration of ritual theory can obviously improve the error-prone point where the interval of functional monotonicity cannot be union.Therefore,it is believed that ritual theory is beneficial to help students construct new knowledge.Based on the above research,the following suggestions are put forward for the teaching of mathematical concept course :(1)rationally build a bridge between "old environment" and "new environment";(2)Small step principle to grasp students’ creativity;(3)Pay attention to the timing of the question;(4)Arrange the order of class questions reasonably;(5)We should be familiar with the relationship between knowledge and control the flexibility of the order and content of classroom questions;(6)Effective interaction and increased participation.