The Practice And Research Of Mathematics Teaching In High School Based On Schema Teaching Approach ——Taking Conic Section's Teaching As An Example

After the reform of the new college entrance examination,the form of proposing questions has changed greatly,which has put forward new requirements for high school classroom teaching.In the new era of education reform,the Ministry of Education has proposed to deepen the reform of classroom teaching,improve the efficiency of classroom teaching,and strengthen the integration of information technology and instruction.The traditional "lecture,listen,practice" style of indoctrination teaching ignores the main role of students.It is also not conducive to the cultivation of creative thinking in students.Nowadays,teachers should place greater emphasis on changing the way to promote meaningful instruction and learning.Based on the existing literature,the following questions were investigated:(1)How can schematic tools be effectively integrated into the teaching of mathematics in senior high schools?(2)How does this integration affect teachers' teaching and students' learning?Based on relevant theories and based on the investigation of high school students' learning,this research improves the traditional teaching model by selectively integrating two graphical tools into teachers' teaching and students' learning.A combination of questionnaire survey,experimental research and case study methods are used to conduct this research.At the same time,it is oriented to the curriculum objectives and takes the knowledge of conic curves as the carrier.The subjects of the research were senior two students,who came from high schools in the city of H.A five-week teaching practice was conducted with them.Through the analysis of students' graphing results,changes in performance and questionnaires,the following conclusions were drawn.First,teachers made use of schematic tools for lesson planning and teaching.They processed the materials at a deeper level and transformed the textualized teaching content into a diagrammatic knowledge structure.This method could improve the efficiency of classroom teaching and enhance the teaching level of teachers.Second,through the analysis of students' graphing results,it shows that graphing can help students establish a good cognitive structure in mathematics and promote the development of thinking.Through the t-test and covariance analysis of students' preand post-test mathematics results in two classes,the results show that graphing can effectively improve students' performance and promote the development of problem solving ability.Through the t-test analysis of questionnaire results,it shows that graphing can effectively improve students' learning efficiency and optimize their learning methods.At the same time,the results show that through group work in drawing,the collaborative ability between students is strengthened,motivation is fully mobilized and interest in learning is increased.Thirdly,graphical teaching combines graphical tools with traditional teaching,which promotes the deep integration of information technology and teaching,and improves the timeliness of teaching.