A Study On The Application Of One Question One Lesson Teaching Method In The Mathematics Review Class Of Senior One

The proposal of teaching suggestions in "Ordinary High School Mathematics Curriculum Standards(2017 Edition)" has put forward new requirements for middle school mathematics teaching reform,and how to achieve these goals in teaching has become an urgent problem to be solved.Looking at the existing types of courses,recitation plays a very important role in the goal of establishing the relationship between knowledge.Through the research,it is found that the current review lesson can not really play its due teaching effect and can not enable students to actively construct the knowledge network,while the teaching method of one topic one lesson has irreplaceable advantages in helping students to actively construct knowledge and give play to their initiative.Based on the requirements of the curriculum standard and the analysis of the current teaching situation of the review lesson,this study has carried out a research on the teaching method of "one question,one lesson",which is mainly carried out from the following aspects.First of all,in order to understand the research status of the one-question,one-lesson teaching method,the literature analysis method is used to find out that the research of the "one-question,one-lesson" teaching method mostly focuses on the definition,teaching implementation,teaching effects and teaching suggestions of the "one-question,one-lesson" teaching method,while there is not much research on the selection principle of cases in this method.In order to carry out the teaching of one topic and one lesson in the review lesson,the case selection of one topic and one lesson is the key.And the current research is mostly focused on the review of the college entrance examination,the review of one question and one lesson of the first and second grades did not involve.In order to further understand the actual teaching,the students and teacher‘s attitude to one lesson teaching and the problems existing in the teaching process,using questionnaire and interview method to get the students to one of a class of recitation a positive attitude,and it is concluded that the formation of students' favorite kinds of lesson,interview to get the teachers exist when applying one lesson teaching case choose difficult situation.Then,based on the theory of zone of proximal development,constructivism learning theory,transfer theory and variant teaching theory,this study conducted a research on the teaching method of "one question one lesson" in view of the problems found in the above investigation and research.This paper puts forward the selection principle of "one problem" and "one lesson" in one problem and one lesson review lesson of high school mathematics,designs three teaching cases of one problem and one lesson review lesson of high school mathematics according to this principle and implements them,and studies the teaching effect of this method preliminarily by experimental research thought.Finally,the problems that teachers need to pay attention to when applying this method are explained,and the research conclusions of this paper are drawn: The selection of a topic can be basic,typical and general,the formation of a lesson should be combined with the teaching objectives,to focus on the main topic,and the selection of sub-topics should be hierarchical.The teaching practice shows that the teaching method of one question one lesson is helpful for students to take the initiative to participate in classroom teaching,give full play to students' active initiative in learning,and narrow the level gap between classes.