Research On Derivative Teaching In Senior High School Based On PBL Teaching Mode

Derivative is the main component of high school mathematics curriculum,the key content of high school investigation,and the basis of university calculus learning.It plays an important role in connecting elementary mathematics and higher mathematics.Therefore,for high school students,it is necessary to master the knowledge of derivative.However,in the actual teaching,many teachers only pay attention to the ideological method,concept application and problem solving skills in the classroom,and teach knowledge in a single direction,resulting in students ’ lack of problem awareness and active exploration spirit in the learning process,which is not conducive to the development of students ’ innovative thinking,discovery and problem solving ability.PBL teaching mode,guided by teachers,places students at the center of teaching,guides students to master knowledge through problems.Students first collect data independently around problems and find problems.When facing difficult problems,they carry out group cooperation and inquiry,and ultimately solve problems,so as to improve students ’ autonomous learning ability and creative teaching mode.The study of derivative teaching in high school under PBL teaching mode is of great significance for optimizing teachers ’ teaching design and developing students ’innovative thinking.This paper adopts the method of literature research to analyze the current situation of derivative teaching in high school and the research status of PBL teaching mode at home and abroad,and further discusses whether the knowledge characteristics of derivative can be combined with PBL teaching mode.At the same time,based on Dr.Hung Wei ’ s 3C3 R model and Barros’s five-step model,the basic process of PBL teaching mode is designed : creating problem situations and forming collaborative groups;preliminary perception of the problem,clear research ideas;overcoming difficult problems and exerting team spirit;achieving problem solving and reporting research results;multi-subject evaluation,summary reflection.After fully understanding the teaching objectives and teaching contents of derivative chapters,the teaching cases of derivative chapters are designed based on the basic process of PBL teaching mode,and the students ’ classroom learning effect is investigated and analyzed by questionnaires and test questions.At the same time,through face-to-face communication with teachers,teachers ’ understanding and application experience of PBL teaching mode are understood,and the final conclusion is drawn.The shortcomings of the study are pointed out,and targeted suggestions for future mathematics teaching are put forward.The teaching strategy of high school mathematics based on PBL teaching mode is :（1）to create a problem situation close to life and improve students ’ interest in learning;（2）Spiritual design open problem,stimulate students ’ exploration spirit;（3）Respect the individual differences of students,reasonable allocation of cooperative groups;（4）Play the guiding role of evaluation,promote students’ positive thinking.