Teaching Practice Research Of Ordinary High School Mathematics From The Perspective Of Thinking Level Reduction Idea

The current teaching activities of high school mathematics are examination-oriented,namely college entrance examination-oriented due to various reasons.Although education departments are trying to reform,many teachers who cannot reasonably grasp and deal with the quality-oriented education and exam-oriented education in practice,especially in the ordinary high school teaching process tend to choose exam-oriented mode.As a result,a lot of teachers regard the college entrance exam requirements for the discipline as the teaching requirements,and center on the college entrance examination in the concrete mathematics teaching activities.In fact,students have different ability and quality and different levels.Thus,teachers' teaching and students' learning are disjointed in the process of mathematics teaching.For example,some students have low efficiency at class and fail to follow teachers' teaching thought.In the long run,students will lose interest and confidence in Mathematics,and finally give up.Therefore,targeted countermeasures should be adopted to solve or improve the above problems.To be specific,teachers should fully consider mathematics discipline characteristics,high school students' psychological characteristics,the learning needs students with different levels and interest in teaching design,adopt a variety of teaching methods and means,guide students to study actively,and improve teaching way and students' learning ways.As for the specific practice,teachers must constantly collect students' learning status,analyze a variety of reasons,and then reduce thinking level accordingly,find out the connection of teaching and learning,give full play to students' subjectivity,and ensure students to actively participate in teaching activities.In the paper,the study theme was determined through literature research and teaching experience.Through literature research,case analysis and teacher interviews,the author proposed the idea of learning status collection,teaching principles,teaching strategies and the design of the teaching process of high school mathematics teaching from the perspective of thinking level reduction idea.Besides,teachers should conduct mathematics teaching design and classroom teaching actually and intuitively present mathematics teaching from the perspective of thinking level reduction idea through the different class type.In addition,teachers should verify the effectiveness of mathematics teaching research from the perspective of thinking level reduction idea through teacher interviews,questionnaires and teaching experiments.The study results showed that such idea could effectively guide students to participate in mathematics learning,form active learning attitude,significantly stimulate students' confidence and interest in learning mathematics,and improve non-intelligence factors such as the relationship between teachers and students,and finally increase students'ability to study mathematics,and improve their performance.According to the experiment data analysis results,such teaching idea applies to the majority of ordinary high school students,exerts small roles for students with superbly good and poor performance,being decided by the characteristics of class teaching.The research enables the author to have more comprehensive and profound understanding of high school mathematics teaching system from the perspective of thinking level reduction idea.The research provides reference and guidance for other high school mathematics teachers in terms of such idea in teaching,and enriches the theoretical achievements of high school mathematics teaching.