Strategy Research On Concept Introduction In High School Mathematics Teaching

Mathematical concept is the foundation of mathematical knowledge and the key point of establishing mathematical theory system.At the same time,.it is the starting point of students' mathematical thinking and the basis of students' cognition,therefore mathematical concept is crucial in mathematics teaching.In concept teaching,teachers should focus on the connection among the real world,the mathematical knowledge and classroom,paying more attention to the introduction of concept teaching.According to the curriculum standard,in teaching activities,appropriate situations and problems should be designed with teaching tasks and core qualities of the mathematical discipline contained in them,so as to guide students to develop mathematical thinking,observe and find problems,describe problems with appropriate mathematical language,and solve problems mathematically.In the process of problem solving,it is necessary to understand the essence of mathematical problems and promote the formation and development of students' core mathematical literacy.This requires students to be able to participate in the formation process of concepts,deeply understand the essence and connotation of concepts,and teachers' effective concept introduction is very important for concept teaching.This study mainly uses the literature method,questionnaire survey method and conversation method to understand the current situation of the teaching and learning of high school students and frontline teachers in the concept introduction,and to investigate and study the students and teachers of two high schools in Yanji City.Analyze and propose the corresponding strategies for the introduction of high school mathematics concepts and give specific concept introduction cases.The study found that most teachers and students are able to recognize the importance of the introduction of high school mathematics concepts.But the following problems also exist:first,teachers' teaching concept is not avant-garde enough to accurately position the concept introduction;Secondly,the frequency of concept introduction is not high,and the way of concept introduction in normal lectures is relatively simple,which fails to meet students' expectations.Third,although teachers recognize the importance of concept import,they often ignore the concept import link based on exam-oriented pressure.Fourth,students are under heavy pressure,and sometimes they have low morale and low degree of participation in concept introduction,failing to understand the importance of understanding the essence of concepts for solving mathematical problems.In order to solve these problems,this study puts forward corresponding strategies for the introduction of concept teaching in three aspects:concept introduction cognition,concept introduction design and concept introduction implementation:attach importance to the influence of concept introduction on concept teaching,and attach importance to the concept import theory knowledge.Pay attention to the diversity of concept introduction methods,attach importance to communication between teachers and students,follow the principle of concept introduction,and enhance reflection on concept introduction.The above research aims to enhance the emphasis of teachers and students on the introduction of high school mathematics concepts,so that the introduction of concepts can fully play the role of concept teaching.Hoping to positively promote the concept introduction of first-line math teachers.