High School Mathematics Teaching Research Based On Understanding

Understanding is the eternal pursuit of education,which plays a key role in students' learning.However,the existing research shows that students' mathematical understanding in China is at a low level,so improving students' mathematical understanding ability is particularly important.Basic inequality is the most basic and core part of inequality content in senior high school.It is simple in form but rich in connotation.In teaching,if students stay in the understanding stage of "knowing the basic inequality but not knowing its reason",they can only remember the formula and solve the problem by imitation,which will make the teaching efficiency of teachers low and the learning effect of students poor,so it is necessary to investigate the understanding of students in the basic inequality.From the perspective of instrumental understanding,relational understanding and innovative understanding,this paper studies the senior two students' understanding of basic inequality and the difficulties and problems in learning,reveals the problems in knowledge understanding,and confirms the importance of deep understanding in mathematics learning.Firstly,the knowledge content of the basic inequality is divided into three levels of understanding,and the corresponding test questionnaire is compiled to obtain the students' understanding of the basic inequality,get their specific performance in each level of understanding,analyze the causes of the problems,and finally put forward teaching suggestions.It is found that students' understanding of basic inequality tends to be more instrumental and slightly weak in relation understanding.Only a few subjects can complete the task of innovative understanding.Specifically,they can use the basic inequality simply and know most of the functions of the basic inequality,but their understanding of the concept of the basic inequality is not complete and their meaning is not fully explained.It is difficult to deduce and prove the basic inequality,which can not explain the three use conditions perfectly,and the understanding of "basic" in the basic inequality is not comprehensive;it is difficult for the subjects to establish a connection between the basic inequality and other mathematical knowledge,and it is almost impossible to promote the structural form of the basic inequality.The above performance reflects that:(1)students pay more attention to the practicability of knowledge itself,but ignore the basic concepts and basic knowledge;(2)students know the "what" and "how to do" of knowledge,but there are deviations in the explanation of "why";(3)students' understanding of basic inequality is superficial and fails to reach a deep understanding.In view of the problems existing in students' understanding of basic inequality,teaching suggestions are given at the end of the study to promote students' deep understanding of knowledge.