The Research And Practice Of Visualized Teaching Of Algebra In Senior High School

With the evolution of computer science and the popularity of information, visualization has been increasingly developed. The correlative research on visualization also has appeared in educational field, which causes attention of many scholars home and abroad and becomes the focus of every International Group for the Psychology of Mathematics Education.For the moment, studies on visualized mathematics across the world has mainly concentrated in the advanced mathematics rather than the math teaching in elementary and secondary school, let alone the teaching research of high school algebra from front-line teachers in our country.Besides that, there were many problems in the teaching of high school algebra, such as the more explanation, the less images, let alone any change of images. But the programmed visual images are dynamic. It is of great significance for us to explore the visualized materials fit for the teaching of high school algebra. It will strongly enhance the application of visualized math teaching in high school.This thesis firstly points out some problems in the teaching and learning process in high school algebra as well as some shortcomings of studies on visualization worldwide. On the basis of literature review, the thesis also detailedly illustrates the definition of visualization, the concept of visualized teaching, its theoretical basis and advantages. For instance,the visualized contents can be of great help for students to observe, explore and understand their learning materials, which can make up the deficiency of textbooks. This thesis is aimed at making up the deficiencies of high school algebra teaching and making it easier for both students and teachers to apply visualization in their studying and teaching, there also add a variety of visualized materials in this paper, which are made by Visual Basic software and can be applied to high school algebra. All these visualized materials are elaborated in many aspects, such as its application.Moreover, experiments has been done in two similar-leveled classes of Chenxi No.1 high school, in which multimedia teaching approach in tradition and multimedia teaching approach with the assistance ofvisualization were used respectively. After that, students were asked to fill in questionnaires to collect feedback about the classroom achievements. As the results shows, using visualized teaching in high school algebra is beneficial to arouse students’ interest, improve their learning effects and cultivate mathematical attainments. The researching findings of this paper also can be reference to visualized teaching in high school algebra. The last part is the summary of the whole thesis and some expectation on future studies.