Research On The Derivative Problem-solving Strategies Teaching In The Senior High School Mathematics

Derivative of the knowledge module is an important part of high school mathematics knowledge, it's also a necessary content of the provincial college entrance examination and in a essential role in the high school mathematics learning activities. Derivative is often combined with function properties, inequality, analytic geometry, series ect, the test requirements student's thinking ability and comprehensive ability highly. This paper researches the solving strategy of the derivative, to help students understanding the derivative better and improve the ability to use derivative strategies. On the other hand, it researches the way of to teaching students derivative strategies from the teacher's perspective,provide some help to students' learning and teachers' teaching.Firstly, it analyzes the derivatives of the high school mathematics, knowledge points, test conditions and propositions that feature, summarizes the high learning derivative commonly used in the process of mathematical thought and method, again from the title of university entrance exam to research related questions and problem-solving strategies. Finally on derivative teaching problem solving strategies research, and points out that the derivative of teaching problem solving strategies should be followed to students as the main body principle, representative principle, moderate principle, progressive principle, diversification principle and inside and outside the classroom interpenetration principle. Put forward mental models of the derivative in problem solving teaching strategy measures for knowledge positioning, problem representation, pattern recognition, selection strategy, equipped with the knowledge and detection of reflection. Finally to A derivative of problem-solving strategies teaching case for teachers' teaching provided enough reference. The innovation of this paper is from the point of view of the college entrance examination to analyze research derivative knowledge of problem solving strategies, and combined with problem-solving strategies for teaching and research, makes teaching and learning two pronged approach.