Research On The Influence Of Examples On High School Students' Learning Mathematics Thinking Methods

Mathematical thinking is the key to mathematical knowledge,which is of great significance to help students solve mathematical problems,expand their thinking and cultivate their core mathematical literacy.The author found through reading the literature about the thought and method of high school mathematics that at present,most of the research on the thought and method of high school mathematics focuses on how front-line teachers infiltrate the thought and method of mathematics and its application in the teaching process,but there are not many studies on how to learn the thought and method of high school mathematics well from the perspective of students.Therefore,based on the lack of research on mathematical thinking and methods in high school,the author will apply examples to students’ learning of mathematical thinking and methods in high school with the help of an effective teaching tool--examples,so that students can feelthe mathematical thinking and methods behind them in the process of learning examples.To be specific,theresearchcontent of this paper is mainly divided into three parts.First,it summarizes the related contents of sample learning and mathematical thinking method.Second,through the questionnaire survey,to understand the high school mathematics thought method teaching and learning present situation;Third,based on the results ofthe above questionnaire survey,through experiments,this paper explores the effects of two presentation modes(complete and incomplete)and three interpretation modes(spontaneous self-explanation,self-explanation initiationand external explanation)on the students’learning ofhigh school mathematics thought and method.Based on the questionnaire survey and experimental research,the author draws the following conclusions:(1)the results of the questionnaire survey show that the current teaching and learning staftus of high school mathematics thinking methods are not ideal,but both teachers and students believe that high school mathematics thinking methods are very important for mathematics learning.(2)in the near and far transfertests,there is no interaction betweenthe presentation mode and interpretation mode of the samples and the interaction between the students’thinking and method of learning high school mathematics,that is,the main effects of the presentation mode and interpretation mode of the samples are independent of each other.(3)in terms of the effect of the sample presentation mode studied on students’learning of high school mathematics thought method,whether in the near transfer test or the far transfer test,the effect ofthe complete sample learning of high school mathematics thought method is significantly better than that of the incomplete sample.(4)in terms of the effect of the sample explanation method studied on students’learning of high school mathematics thought method,whether in the near transfer test or the far transfer test,the effect of inducing self-explanation sample and giving self-explanation sample in learning of mathematics thought method is significantly better than that of self-explanation sample.In the near migration test and the far migration test,there was no significant difference in the learning effect between the self-explaining sample and the self-explaining sample.However,in the near migration test,the average value of the self-explaining sample was slightly better than that of the self-explaining sample.In the farmigration test,the mean value ofelicitingself-explanatory samples was slightly better than that of giving self-explanatory samples.Based on the above conclusions,the author puts forward three teaching Suggestions in the last chapter:Attachi.ng importance to the help of examples to high school students,independent learning of mathematical thought and method;Adopt reasonable and effective sample presentation and interpretation methods.In order to better help students to learn high school mathematics thought method.