Research On Teaching Of Basic Inequalities Based On Educational Mathematics

With the implementation of basic education in China,how to balance the relationship between the "educational aspect" and "mathematical aspect" of mathematics education has become an important task.The idea of educational mathematics,as a reflection of a new concept of mathematics education,can fully reflect the country The concept of basic education curriculum reform.This paper uses video analysis as a means,and uses the "Mathematics for Educational Analysis Framework" proposed by Professor Zhang Dizhou as the theoretical basis,and uses the "Basic Inequality" class in high school as the research object.Classify,summarize,and analyze classroom behavior from four perspectives: cognitive characteristics,presentation methods,and curriculum standards.By comparing the two teachers' principle lessons with problem-solving lessons,a classroom analysis framework for basic inequality and strategies for balancing the relationship between mathematics and education are proposed.It can help high school mathematics teachers to dig up the educational form of mathematics knowledge and provide a useful reference for improving the teaching level of high school mathematics.The first chapter of this article puts forward the research significance of this topic,and discusses the necessity of mining the educational connotation of basic inequality.The author finds that the mining of educational connotation is conducive to the deepening of teachers 'understanding of mathematical knowledge,and it is conducive to the construction of the relationship between students' knowledge,Is conducive to the educational value of the basic inequality,and is conducive to teachers exploring education and teaching methods.Chapter 2 summarizes the general situation of related literature on educational mathematics,analyzes the connotation,educational value,and teaching methods of educational mathematics and basic inequalities.From the current research situation,the value of educational mathematics and its application in mathematical teaching have been certain.Attention,the value of basic inequalities on the cultivation of students' mathematical ability and problem solving has also received a certain amount of attention,and a series of related studies have been formed.Based on the analysis of the related studies,the paper expounds the author's Reflections on the analysis of inequality education patterns.Chapter 3 designs the four-element analysis framework of educational form based on literature research.Based on the four dimensions of mathematical nature,mathematical presentation,cognitive features,and curriculum objectives of the mathematical analysis of educational form proposed by Mr.Zhang Dizhou,the classroom observation is designed.Specific perspectives and form an analytical framework for classroom observation.Chapter 4 proposes the research method basis and research process of this research,selects the video analysis method,introduces the research process,and proposes "live video recording-translation into text actual recording-coding analysis-data processing-comparison and conclusion".Chapter 5 carefully analyzes the basic inequality classroom of the two mathematics teachers based on the collected data.First,the classroom teaching behavior analysis of the two teachers and the analysis of the overall situation of the student's response,and then the detailed analysis of the nature of mathematics,cognitive characteristics,The course goals are displayed in different ways and the similarities and differences in the classroom processing situation,summing up the teacher's educational situation processing situation has a great impact on students.Chapter 6 refers to the analysis results in Chapter 5.Compared with senior teachers,super teachers have a deeper understanding of the nature of mathematics and more reasonable classroom examples.Therefore,the suggestions for teacher development are put forward from the perspective of textbook reconstruction ideas,focusing on students' cognitive characteristics,and other strategies to realize classroom education.This research has certain reference significance for improving the teaching level of high school mathematics.