Research On The Cultivation Of Senior High School Students' Mathematical Association Thinking Ability

At present,our country implements quality-oriented education in an all-round way.More and more attention is paid to the implementation of quality-oriented education and the development of students' subject quality.As a basic subject,mathematics naturally shoulders the important mission of training students to adapt to social development and transform the social outlook.Mathematics is a subject about thinking,and the problem of mathematical thinking is the core of mathematics education.How to cultivate the mathematical thinking of high school students has always been a hot topic.Mathematical association thinking not only helps to develop students' other mathematical thinking,but also helps students become all-round talents with comprehensive qualities.It also has important application value for improving the core mathematics literacy of high school students.Mathematics is essentially problem-solving.Cultivating students' mathematical associative thinking ability is helpful for students to solve problems and develop other thinking ability.It also contributes to the improvement of students' core quality.Therefore,it is very important to cultivate students' mathematical associative thinking ability in high school.In this study,relevant research results were first learned through literature method,and then a field survey was conducted on some students and teachers in a senior high school in NH City,Heilongjiang Province.To understand the current situation of the associative thinking ability of the second grade students in high school by issuing test papers to students.Through the questionnaire to the students,it can effectively supplement the understanding of the current situation of high school students' mathematical associative thinking ability.According to the results of the survey,the factors affecting the associative thinking ability of senior high school students are preliminary analyzed.Through interviews with students to understand the specific thinking situation of different students in the implementation of mathematical association,and further find the factors affecting the ability of high school students' mathematical association thinking.Then through the interview with teachers to understand the current situation of teachers on high school students' mathematical associative thinking ability training,influencing factors and training suggestions.Finally,by sorting out and analyzing the results of test papers,questionnaires and interviews with teachers and students,this paper summarizes the specific problems existing in the cultivation of senior high school students' mathematical associative thinking ability from two aspects of students and teachers.Based on the survey results,the internal factors of students that affect the current high school students' mathematical association thinking ability include: lack of interest in exploring mathematics,poor mastery of mathematical methods,lack of experience in mathematical association thinking,and unclear ways of mathematical association.The factors of teachers include: inadequate mastery of mathematical association knowledge,deviation of teaching attitude,and outdated teaching concept.In view of the above research results,this study puts forward some suggestions to cultivate the associative thinking ability of high school students in mathematics:strengthen the interest in exploration and be ready to develop association.Strengthen method training and accumulate associative experience.Mind mapping training to guide the implementation of association.Refining the associative steps and connecting the associative approaches.This study aims to improve the mathematics associative thinking ability of high school students and enhance the core mathematics literacy of high school students,so as to help students become the compound talents needed by social development.It also hopes to provide reference for the teaching of high school mathematics teachers,improve the teaching efficiency and accelerate the implementation of quality-oriented education.