Research On The Teaching Of Conic Section In High School Mathematics Based On The "four Bases"

For the first time,the "four bases" curriculum objectives were formally put forward in the general high school mathematics curriculum standards(2017 edition)."Four base" would help teachers in the traditional focus on "double-base" at the same time,also,to the promotion of student mathematics basic thoughts and basic activity experience,when preparing teaching design and organize student activities,to cultivate the students’ "four base",in the process of the core to cultivate the students’ mathematics accomplishment.The knowledge of plane analytic geometry is an important part of high school mathematics knowledge system,and the conic curve is the most important part of analytic geometry,which contains rich core accomplishment of mathematics and is the focus of the annual college entrance examination.At the same time,the conic curve also lays the foundation for the content of differential geometry in advanced mathematics,and has the transitional function of connecting the preceding and the following.Based on the above background,the main research questions are put forward :(1)after the "four bases" are put forward,what is the teaching status of conic curve and the learning status of students?(2)what is the specific connotation of "four bases" in the conic curve?(3)what kind of teaching behaviors should teachers adopt to achieve the goal of "four bases" ? By means of literature research,the research status of "four bases" and conic curve teaching is understood,and the main core concepts and relevant educational theories in this paper are clarified.The questionnaire and interview outline were prepared by means of questionnaire survey and interview.A total of 360 students from 3 teaching classes in the second grade of senior high school were surveyed by questionnaire,and the relevant teachers were interviewed to further understand the students’ learning situation and teachers’ teaching practice under the "four bases".The specific contents of the "four bases" in the conic curve :(1)the basic knowledge mainly includes the definition,standard equation,simple geometric properties,and the relationship between the straight line and the conic curve;(2)basic skills mainly include the establishment of coordinate system,the interaction between geometric problems and algebraic problems,and certain computational skills;(3)the basic ideas include the combination of number and form,transformation and reduction,analogy,and classification.(4)basic activity experience includes observation experience,association experience and abstract experience.Results of the survey on the teaching status of conic curve under "four bases" :(1)students have a good command of the basic knowledge and basic skills of conic curve;(2)it is difficult for most students to fully understand the knowledge structure of conic curve,and they only see the surface of the problem but cannot go into the essence when examining the question,and they lack the awareness of mathematical problem and questioning consciousness.(3)teachers havetypical empirical teaching in their teaching,which is still focused on inculcating basic knowledge and training basic skills to students,while the teaching design and classroom teaching behaviors that infiltrate basic mathematics thoughts and accumulate basic activity experience are lacking.Suggestions for teaching conic curve based on "four bases" :(1)Tamp the basic knowledge of conic curve and cultivate the students’ mathematical abstract core accomplishment;(2)Train the basic skills of conic curve,and cultivate the students’ core accomplishment of mathematical operation;(3)Permeate the basic idea of conic curve,and cultivate the students’ core accomplishment of logical reasoning;(4)Accumulate experience in basic activities of conic curve and cultivate students’ core accomplishment in mathematical modeling.After each teaching suggestion,relevant teaching fragments are attached to provide certain reference and inspiration for front-line teachers.