A Survey Of Mathematics Classroom Introduction In Senior High School And The Strategy Research Of Effective Introduction

The ordinary senior high school mathematics curriculum standard(2017 edition)proposes a new concept of mathematics curriculum teaching,which puts forward higher requirements for the quality of classroom teaching,prompts teachers to rethink all aspects of teaching,and examine possible problems in the teaching process.In the personal practice of educational practice,through the observation records of high-quality classes and normal classes,it is found that the classroom teaching effect achieved by the well-designed class introduction is much better than that of normal classes.This article takes the introduction of high school mathematics classroom as the research object,explores the current problems of senior high school mathematics classroom introduction,digs out the reasons behind it,and then proposes effective strategies for optimizing classroom introduction.Based on the research background and problems,this article has collected and sorted out relevant literature to understand the current status of research on classroom introduction at home and abroad,and makes a review of the research status.Subsequently,questionnaire surveys,teacher interviews and classroom observations were used to investigate the teachers and students of the two senior high schools in Yueyang and Miluo of Hunan Province,in order to understand the current status of the implementation of senior high school mathematics classrooms in the first-line teaching and based on the investigation results make a cause analysis.Finally,from the perspective of effective teaching,the teaching strategy to optimize the introduction of high school mathematics classroom is proposed.Strategies include improving teachers' awareness and emphasis on importing from the perspectives of educational concepts and teaching theories;demonstration of high-quality importing from several different importing methods;and finally,from the two common classes in senior high school concept class and theorem class for effective introduction of the case design.Through the research and analysis of relevant data,it is found that there are some common and urgent problems in the actual implementation of the current senior high school mathematics classroom introduction:(1)Teachers' attitude towards classroom introduction is that they know it is important but do not pay attention to it;(2)Teachers' classroom introduction skills need to be improved;(3)Insufficient student participation in classroom introduction;(4)Formalintroduction of classrooms and lack of effectiveness.Solving these problems requires various measures for improvement.From the perspective of understanding,it is necessary to deepen the theoretical research of teachers on the introduction of mathematics classrooms;from the aspect of implementation,it is necessary to flexibly adopt a variety of import methods to avoid simplification of imports;from the aspect of design,it is necessary to carry out effective import design based on the teaching content,academic conditions,and teaching objectives.This paper's research on the introduction of mathematics classrooms will further deepen the theoretical basis of the introduction of mathematics classrooms.At the same time,the related strategies proposed can provide a reference for first-line teaching,and then improve the efficiency of teaching and improve the quality of teaching during the introduction of teaching.