Teaching Content And Methods Of High School Math And Comparison Of College Mathematics

It is very necessary and urgent to know the relation and difference between the university mathematics and high school mathematics for the junior students in university. At the same time, they should find the learning strategies in order to adapt to mathematic learning in university.This paper analyzes the differences between the high school mathematics and university mathematics from the teaching requirements, teaching content, teaching methods and students learning. Then, we examine the relation and differences between high school mathematics and university mathematics by the method of case comparison. They come to the conclusion by the comparison of the group:The arrangement principles in high school mathematics teaching material is from the particular to the general, the content is easy to understand and the introduction is rich and colorful. In all, it conforms to the high school students’ cognitive level and teaching idea. But contrast to university textbook, it is from the particular to the general, more contents and strong logical, that reflected the characteristic of systematicness and abstractness. They come to the conclusion by the comparison of the limit:We learn some knowledge which is limited to use in high school, but the theorems of the university we learned must be proved through the strict demonstration, which reflects the strict logic of university mathematics. Because of the content set and the pressure of college entrance examination, the students pay more attentions to the form and results rather than the content and process. University mathematics aims to cultivate the logical and abstract. The analysis is important to study which cultivate the literacy and ability of mathematical, which guide practice and let method of mathematic apply to the life. For this change, we should present countermeasures for university students to learn mathematics:first, arousing the awareness of interest in mathematic learning; second, changing mathematics learning method; third, strengthing the cultivation of willpower and forming a good consciousness of self assessment.