Research On Variant Teaching Of Geometric Probability In High School

As one of the basic probabilistic models in random events,it is typical of using mathematical knowledge to solve practical problems.The mathematics modeling thought contained in it is one of the mathematical literacy that high school students must possess.However,because the concept of geometric outline is relatively abstract,the level of thinking in high school students can not accurately understand,which lead to many students misunderstand geometry probability knowledge,and there are different degrees of learning difficulties.For example,geometric metrics can not be accurately selected,geometric probability models can not be constructed,etc.In order to solve this problem,I found that the combination of geometric probability and variant teaching may solve students’ learning difficulties in the process of teaching practice and reading literature.To this end,we conducted a research on variant teaching of geometric probability.Variant teaching is a popular teaching model in China.Different disciplines are trying to use variant teaching to generate efficient classrooms,especially mathematics.The use of variant teaching allows students to participate in the development of mathematical concepts,understand mathematical concepts from different perspectives,and establish a complete knowledge system.This paper from the perspective of variant teaching,and studies the rationality and effectiveness of applying variant teaching to the teaching of geometric probability.On the basis of reading a large number of references and predecessors’ researches,this study uses the survey questionnaire method,experiment method and interview method to understand the learning situation of high school students’ geometric probability;verify the rationality of variant teaching of geometry probability;under-standing the high school teachers’ views and the use of variant teaching.Through the analysis of survey data and experimental results,this article mainly obtained the following conclusions:(1)High school students don’t have a deep understanding of geometry probability,and lack knowledge of the mathematical thoughts contained in the geometry probability;(2)Applying the variant teaching to the teaching of geometric probability has achieved good experimental results,which verifies the rationality and effectiveness of variant teaching of geometric probability;(3)High school students recognize the variant teaching methods;(4)High school math teachers don’t have a good understanding of variant teaching.Finally,based on the conclusions of the study,some suggestions on the variants teaching of geometric probability are proposed from two aspects of teachers and students:(1)Reinforce math teachers’ consciousness of variant teaching;(2)Improve the scientific and rationality of variants problems;(3)Improve student’ engagement in the classroom;(4)Develop students’ awareness of variant.