High School Mathematics Classroom Introduction Design Research

The new curriculum reform requires to develop the habit of active thinking of students,actively explore their awareness of learning methods and constantly improve their thinking ability in the process of mathematics teaching.In response to the new curriculum reform policy,the new classroom teaching mode,which viewed students as the main body of learning and teachers as a instructor,can effectively help students to deeply understand the new knowledge and accurately apply knowledge.Classroom introduction is the beginning of a course.A good classroom introduction design can cultivate students' interest in learning,and trigger students to actively think about problems,explore ways to solve problems and develop in all aspects.Classroom lead-in design plays an important role in enhancing classroom teaching effect and improving students' learning efficiency.Aiming to the difficulties faced by high school students in the process of mathematics learning,the idea focusing on the class introduction design is put forward.By reading the introductory design at home and abroad,the related literature and data,and analyzing its principle and the method,questionnaire survey was conducted respectively such as in high school for mathematics teacher the cognition and usage of introductory design,the problems and difficulties encountered in the design process,students' math learning status and the specific cognitive situation of mathematics classroom introduction,and interviews were conducted with teachers and students.According to the survey data and interview results,the deficiencies of the current introduction of high school mathematics classroom are summarized in the following aspects:(1)Formalization of introductory design content.(2)Improper selection of imported design content in class fails to achieve the expected teaching effect.(3)There are few sources of imported design content,simple methods,and lack of novelty.(4)Inspiration and guidance of imported design content were rarely seen.There are five reasons for the problems of high school mathematics classroom introduction design,respectively:(1)Teachers do not have a comprehensive understanding of the importance of imported design.(2)Teachers do not have a deep understanding of the learning situation.The content of the imported design does not match the actual situation of students.(3)The teachers are not accurately familiar with the classroom teaching objectives and textbook content.(4)The teachers lack the study of the imported theory and the research of the imported method.(5)The teachers lack the reflective awareness of the imported design and the summary of experience.According to the results of questionnaire survey and interview analysis,two classes with obvious differences in learning foundation and learning ability were selected to conduct the experimental teaching of lead-in design.According to the two classes' in-class and after-class exercises,the correct rate of after-class homework and the interview analysis of some students after class,the roles played by the well-designed import and the normal import are compared.The results show that well-designed classroom introduction can attract students' attention,trigger thinking and exploration,and actively participate in classroom learning,thus forming a good learning atmosphere and helping students to solve the difficulties in mathematics learning.Put forward the optimization strategy of high school mathematics classroom import design:(1)Update the educational concept to form the import cognition.(2)Clarify the import design principles to enhance the import effect.(3)Expand the source range of materials to change the import design thinking.(4)Improve the professional quality of disciplines to effectively implement the import design.(5)Based on the actual learning situation.(6)Attach importance to reflection and evaluation,and carry out teaching and research activities of lead-in design.