Survey Of Senior High School Students’ Mastery Of Naturalization Thoughts And Methods

The method of naturalization is an important mathematics thought method,and almost runs through all the mathematics content in middle school,so the teaching of naturalization thought method has been highly valued by the majority of mathematics educators.However,how much do students master the method of naturalization thought?What are the obstacles for teachers and students in the process of using naturalized thinking method?What kind of teaching strategies can be used to improve students’ grasp of naturalization thought methods?And so on are not actually investigated and considered.By referring to literature,this study defined the concepts related to the naturalization thought method,sorted out the naturalization thought method involved in high school mathematics,compiled the question-setting questionnaire from two levels of understanding and application,and combined with the dimension division of the naturalization thought method by different scholars.This paper divides the method of reduction into six dimensions:familiarity,simplification,specialization,generalization,form assisting number,and number assisting form.The prepared questionnaire and test paper were used to assess the students of four classes in two schools,and the real classroom observation of different teachers in the two schools was carried out.Based on theoretical exploration and empirical investigation,the following conclusions were drawn from the summary and induction of the investigation status:(1)On the whole,the current situation of applying naturalization thought method to solve mathematical problems of senior high school students is not so good,which needs to be improved.(2)In terms of understanding,there are some differences between the two schools.Although they have A certain understanding of the thoughts and methods of transformation,they only stay on the surface.Middle school students in A have a higher understanding and can identify the problems that the thoughts and methods of transformation can solve,which is helpful for the understanding of mathematics knowledge.(3)At the application level,although many students are aware of seeking multiple ways to return,but judging from the test questions,students’ ability to return from multiple perspectives is not strong.To be specific,the average scores of class A students in the dimensions of familiarity,simplification,generalization,specialization,form as a aid to number,and number as a aid to form were all higher than those of class B students.The biggest difference in accuracy was in the dimension of specialization.According to the analysis of the survey results,the causes of student-localization disorders mainly include teachers and students.From the perspective of students,the obstacles include the imperfect cognitive structure;The consciousness of transformation is not obvious;The purpose of conversion is not clear;The way of transformation is simple;After class reflection is not in place.From the teacher’s point of view,obstacles include shallow awareness in setting teaching objectives;Mechanical teaching when curriculum introduction;When building new knowledge,it is difficult to find correlation;Ignore generalizations when summarizing summaries.Based on the causes of obstacles between teachers and students,corresponding strategies are given:from the aspect of teachers,teachers should strengthen the understanding of ideological methods in the link of lesson preparation;The link of knowledge formation strengthens the penetration of thought method;The application of thought method is emphasized in the link of knowledge consolidation;In the summary link pay attention to the generalization of thought methods.From the aspect of students,students should do the preview before class,understand the thoughts and methods of transformation;In the process of learning,detailed analysis is gradually transformed;After class review,summarize and conclude focus on reflection.