Research On In-class Teaching Techniques In Terms Of Development Of The Analogical Thinking Ability Among High School Students’ Maths Learning

The analogy is a form of inference that if two objects share same or similarproperties by nature, they may also have other same or similar properties. Theanalogical thinking is widely applied everywhere in real life. More specifically, theanalogy can also be applied to the mathematics learning. Within high school matheducation, the majority of the front-line teachers have included analogical thinking intheir course planning. As a result, the students consciously or subconsciously tend touse analogy in their learning. Since analogical type of question has been included inthe Shanghai University Entrance Exam for years, studies of analogy in high schooleducation has become more and more popular.Because of the nature of analogical thinking and its difficulties in terms ofapplication in math learning, students’ thinking usually is limited to certain type ofquestions or learning points, rather than knowing how to transfer their knowledge toother type of questions or areas. However, this way of learning math is not beneficialto the students’ development or high school education. Hence, in order to helpstudents learn better by using analogical thinking, it is considered necessary to createa formal training in terms of analogy in the mathematics classes. Through extensiveresearch and years of high school math teaching experience, this research papermainly focuses on how to train students in high schools to develop the ability toapply analogy in their studying, especially in mathematics.In this paper, the literature analysis, case study method, theoretical analysis andother research methods are used to explore how to train high school students todevelop the analogical learning ability. Moreover, this paper intends to explore theconcepts of analogy in math learning process, learning method, and the knowledgestructure that high school students normally possess. Along with classroomapplication and real case studies, the way to develop the analogical analysis abilityamong high school students can be observed. By applying analogical thinking inlectures while teaching new material and holding practice and review sessions, ahelpful analogical learning environment is created consequently. In the aspects of implementing the analogical teaching instructions, students are guided to seek foranalogy sources, valid analogical conditions, and scientific verifications, and in turn,they are able to achieve the analogical thinking ability. On the basis of theoreticalstudies, combined with actual high school math teaching case analysis, this paperprovides a methodology in terms of developing students’ ability to use analogy intheir learning.According to research, following conclusions are made:(1) students are found tobe less effective while using analogical thinking in their math learnings.;(2)analogical reasoning ability by creating analogies situation, the concept ofproblem-solving methods, knowledge structure analogy culture.