Classroom Record Analysis And Countermeasure Research On Concept Teaching Of Mathematics Teachers In Senior High School

The Mathematics Curriculum Standard for Senior High School(2017)points out that “students should follow the cognitive law,create appropriate problem situations,design effective mathematics learning activities,and show the formation and development process of mathematical concepts,conclusions and applications.”Mathematical concept is the starting point of mathematical logic,the basis of mathematical rules,formulas,theorem and judgment,the cornerstone of operation,judgment,reasoning and proof,and the tool of mathematical thinking communication.This paper studies the present situation of concept course teaching and puts forward some teaching strategy suggestions in order to guide the teaching of front-line teachers and hope to promote the quality of mathematics learning of senior high school students.Base on this,the author adopts the methods of literature research,interview and case study to investigate and analyze the current situation of the implementation of mathematical concept course teaching: ordinary teachers do not have enough understanding of the importance of concept course,lack ofimplementation of concept course teaching,students' concept learning ability is not high,learning quality is low.Through the interview analysis of the expert teacher and the novice teacher and video text research of the excellent class and the ordinary class,the difference between the excellent class and the ordinary course is obtained,the teaching idea of the expert teacher for the concept course is extracted,and the teaching measures taken in the links of concept generation,concept discrimination and concept consolidation are respectively taken,in order to guide the first line teaching and improve the teaching quality.According to the research and analysis,this paper puts forward the following strategies for the teaching of mathematics concept course in senior high school:(1)to improve teachers' understanding of concept teaching and strengthen theoretical learning;(2)to clarify the background of each concept and explain the necessity of concept generation;(3)to stimulate students' interest in learning mathematical concept from many angles;(4)to set up appropriate topics to help students understand the connotation and extension of the concept.