A Case Study Of Polya's Problem-solving Theory In The Senior-Three Conic Curve Review Class

Conic curve is one of the major branches of the college entrance examination.It is not only the focus of teachers' teaching,but also the difficulty of students' learning.Most students have fears and difficulties,which leads to the unsatisfactory score in the college entrance examination.The ability to solve problems is an important part of mathematics ability.Polya's problem-solving theory has been widely used in mathematics research and has achieved good teaching results.In order to further help students learn the conic curve,change the learning status of students' rote memorization and hard work.To overcome the fear of difficulty,this paper makes a preliminary study on how to use the theory of Polya's problem solving to guide the teaching of the high school conic curve review class.Before the implementation of the review class teaching,the author investigated the current situation of the conical curve learning of the third year students by consulting a large number of literature materials related to the teaching of Polya's problem-solving theory,and interviewed the high school mathematics teachers to initially grasp the current high school students in the cone.There are problems in the curve review process,and the high school mathematics teachers understand and apply the theory of Polya's problem solving.Then based on the survey results above,the teaching of the senior-three conic curve review course guided by the non-Polia problem-solving theory and the teaching of the senior-three conic curve review course based on the theory of Polya's problem-solving are compared and analyzed,and draw conclusions.The conclusions of this study are as follows:For teachers:(1)The higher the professional title and the longer the teaching age is,the more the high school mathematics teachers have studied the theory of Polya's problem solving,most teachers do not understand the theory of Polya's problem solving,and only focus on the first-line teaching;2)For the teaching of conventional questions in the senior-three conic curve review class,the classroom teaching effect based on the theory of Polya's problem-solving is better than the traditional classroom;(3)Compared with the traditional classroom,the conic curve review class guided by Polya's problem-solving theory is more time-consuming,but it is more conducive to the professional growth of teachers.For students:(1)Most students think the conic curve problem is difficult because of the lack of abstract thinking ability,they want to learn well but don't know how to do it,pay double effort but the effect is not good;(2)For learning motivation of coniccurve,most students learn to cope with the college entrance examination,less learn for their own development,their learn motivation is not correct;(3)In the concept understanding of the three conic curves,most students stay at the level of memory,only memorizing,only a small number of students understand the essence and use it flexibly;(4)According to the theory of Polya's problem solving,after correctly solving a conic curve problem,most students do not develop the habit of summarizing and diverging thinking,and simply solve the problem.