The Complex Curriculum And Its Teaching Research

The new curriculum is reformed along with the reform of the teaching materials.Heilongjiang Province began to reform teaching materials in the fall of2008, andstudents began to use new textbooks. Compared with the old materials, there are greatchanges in complex number in the new textbooks.After the change, only four hours of lectures remain in this chapter, namely theexpansion of the number system and the concept of complex and the fouroperations, completely deleting the trigonometric form of complex number andoperation.In this thesis, I study the complex number curriculum and its teaching.Thispaper first describes the background and significance of the issues, discusses thetheoretical basis and the literature review, introduces the study object of thesis andresearch methods used in the main part of the paper, analyzes teaching cases inactual teaching, investigates today’s complex number teaching and learning situationafter first-teacher interviews and questionnaire testing for students, and thecomparative study of the complex vector are discussed in theory. Through surveys,interviews and testing of the above, the authors investigated the status of the "complex number " in today’s high school math teaching; the problems in theprocess of complex number knowledge teaching; students’ cognitive impairment andlearning difficulties; because the context greatly increased the vector learning, onthe basis of the existing complex number of knowledge, what vector-related teachingcontent should be appropriately increased in order to make students learn really usefulcomplex number, not just some abstract symbol add, subtract, multiply, and divideoperations. This article attempts to explore the above questions, put forward theauthor’s initial ideas and suggestions for improvement. Put forward their views onhow to enable students to learn the "useful" complex.