Research On High School Mathematics Teaching From The Perspective Of Advanced Learning

The in-depth reform of the domestic education and teaching field has created an opportunity for the practical application of educational theories in subject teaching.In recent years,"Learning Progression" has become a hot topic in education and academia at home and abroad,but now there are relatively few research results that apply it to the teaching practice of specific subjects.As key knowledge in high school mathematics curriculum,functional knowledge has the characteristics of abstraction and obscurity.Under the background of the new curriculum reform,the construction of learning advancement in the teaching of key knowledge of high school mathematics can not only improve the efficiency of students' knowledge learning,but also help teachers improve the effectiveness of lesson teaching.This research applies Learning Progression theory to high school mathematics classroom teaching,constructs a Learning Progression model of functional concepts and applies it to teaching practice.Through research and analysis of the advantages of the practical application of the Learning Progression model,application strategies are proposed to provide theoretical reference and practical guidance for the promotion and application of the "Learning Progression" model and the "Learning Progression" teaching theory in the teaching practice of mathematics.This article takes the Zone of Proximal Development and Bloom's taxonomy of educational objective theory as the theoretical basis for the research.It combs the teaching theories involved in this thesis through the literature research method,summarizes the current research status of academic fields home and abroad,and the practical application of Learning Progression disciplines and also related research results in high school mathematics function concept teaching in order to lay the foundation for the follow-up research of this thesis.Using the questionnaire survey method,centers on the application of Learning Progression model in high school mathematics function teaching to investigate the current situation of high school mathematical function teaching and the application of Learning Progression model in function concept teaching.Through the research of this thesis,it is clear that the application of Learning Progression models in high school mathematical teaching practice is not only conducive to perfecting the classroom teaching process,but also can improve the effectiveness of "teaching" and "learning" to a certain extent.In the practical application,teachers should gradually unfold from conceptual connection,knowledge advancement,and literacy advancement.In the construction of the learning advancement model,pay more attention to the advancement dimensions,advancement variables,and expected performance,and then combine them with subject teaching needs,academic conditions,etc.to further optimize the "Learning Progression" model.Through empirical research,it is proved that applying the Learning Progression model to the practice of high school mathematical function concept teaching can improve the effectiveness of students' learning.Students can systematically understand the function concept and apply the knowledge they have learned to solve corresponding mathematical problems.The functional concept knowledge structure has also reached a higher level of Learning Progression,thus the advanced level of students' learning,the teachers' teaching design and teaching process have also been effectively optimized and integrated.