Teaching Strategies Of Exercises In High School Mathematics Textbooks Under Three Dimensional Goals

High school textbooks are based on curriculum standards.Among them,the exercise as an important part of textbooks is not only an indispensable teaching content for teachers in the exercise of the exercises,but also an effective tool for students to carry out knowledge testing.Therefore,teachers should reasonably use and play the role of textbook exercises in the guidance of students.Under the influence of the new curriculum reform,the teaching situation of textbooks in the textbooks has also received much attention.[1]Therefore,the knowledge and use of the exercises in high school mathematics textbooks among teachers and students reflect to a great extent the current level of high school mathematics teaching.This research mainly focuses on the subject of exercises in the compulsory textbooks of the teaching textbook of the A senior high school curriculum standards.Through the literature,questionnaires,and observation methods,students from four high schools in Yanji were investigated and researched from the students' knowledge of the exercises in the textbooks and the teachers' teaching of the exercises in the textbooks.It was found that textbooks were used in textbook teaching exercises.There are problems and corresponding solutions to these problems.Through research,it has been found that both high school mathematics teachers and students can understand the problems in textbooks.However,there are also the following problems:First,although teachers recognize the importance of textbook exercises,they often neglect the full use of textbooks in exams.Second,schools pay less attention to mathematics textbooks than to students.The degree of emphasis on test scores;Third,students attach too much importance to the study of extra-curricular exercises,and often think that the amount of questions is the standard to measure the quality of mathematics learning;Fourth,the data of some exercises in textbooks is not easy to calculate,it will eliminate the students'enthusiasm for mathematics learning.This study aims at these problems and uses three-dimensional goals as the benchmarks.It proposes corresponding strategies for teaching exercises in textbooks from three perspectives:knowledge and skills,processes and methods,emotional attitudes and values.It includes the importance of basic and systematic knowledge in mathematics.Emphasizes the typicalness and pertinence of textbook exercises,emphasizes the challenging and variability of textbook exercises,emphasizes the establishment of mathematical models in problem solving,emphasizes the reflection on the process of problem solving and problem solving,attaches importance to the link between textbook exercises and college entrance examinations,and emphasizes strengthening Problem-solving norms,emphasizing the infiltration of mathematics history in textbook teaching exercises,and valuing the connection between mathematics textbook exercises and daily life.The above research aims to increase the level of attention and understanding of high school teachers and students on textbook exercises,and hopes to have a certain reference effect on teaching activities of textbooks for front-line mathematics teachers,and promote the exploration of better strategies for the use of textbook exercises.