The Application Of Analogy In Mathematics Teaching In High School

Develop mathematical thinking ability is a basic requirement of the high school mathematics teaching emphasis on important task, and analogical thought as an important part of mathematical thinking, need to be in the high school mathematics teaching attaches great importance to and widely used.ln view of the current high school math teacher and student application analogy thought more of spontaneity and randomness, lack of systemic and normative, with the ordinary high school mathematics curriculum standard (experiment draft) "goal of teachers’ teaching and application of analogy to the student to grasp the method of analogy thinking demands a gap, to this, in this paper, the analogy thought in high school mathematics teaching the application of the research.Based on consulting a large number of domestic and foreign research literature analogy thought, on the basis of the current research and application of analogy thought summarized the status quo, characteristics, excavation analogy thought and the close ties between mathematics and even the high school mathematics, analogy is proposed the necessity and feasibility of application in the high school mathematics teaching, through the intrinsic factors of teaching affecting analogy thought, to avoid the limitations of daily analogy teaching, so as to master the analogy thought teaching strategy of general principles and basic link.Based on analogy thought in mathematics discipline development of close contact, in the application of simulation teaching in high school mathematics teaching research is particularly important.In this paper, based on the high school mathematics teaching goal and the actual need, through the application of analogy thought in high school mathematics teaching, this paper expounds the analogy thought is scientific, connecting and associative, and analogy thought in the teaching effectiveness.Focused on the high school mathematics application research on Sue version of analogy in the textbook content, using the literature research, classroom observation, personal interviews, questionnaire survey and other research methods, systematically from two aspects of high school mathematics classroom teaching and learning make a comprehensive research, the dynamic and static analysis, the combination of theory and empirical analysis, the combination of both analysis of teachers’ teaching strategy of using analogy thought, and research on high school students learning by using analogy theory, tries to present the high school mathematics teaching in the teachers and students about the present situation of the application of analogy thought, look for the breakthrough point and analogy thought and high school mathematics, through the general path design the teaching by using analogy theory, analogy thought is summarized in the high school mathematics teaching application of the basic law, and on how to improve the effect of the analogy teaching strategy put forward opinions and Suggestions.Through the research, the conclusions include:pay attention to the application of analogy in the high school mathematics teaching ideas, help to display mathematical inner harmony and unity of the mathematical knowledge, enrich teachers’ teaching means and teaching goals;Teaching strategies by using analogy thought, can stimulate the enthusiasm of students actively participate in mathematics exploration, guide the students in learning mathematics knowledge, master math skills in the process of formation of diffusion of innovation thinking;Students in high school mathematics learning proper use of analogy reasoning, can improve their ability to solve problems, to overcome problems of confidence and mathematics learning efficiency.I hope this thesis to analogy thought in high school mathematics classroom teaching to further expand the scope of application of research has certain help.