Teaching Research On The Maximum Value Problem Of High School Mathematics Under The New Curriculum Standard

With the continuous development and reform of quality-oriented education,the ability of students to apply mathematics is particularly important.As one of the most difficult problems in high school mathematics,the maximum value problem is widely used in real life,so the requirements for students are getting higher and higher.This paper uses three methods to study the teaching of maximum value problem,namely literature research method,investigation analysis method and student test method.I have consulted a large number of literatures about maximum value problem,and then combined with my own experience and interviews and surveys with teachers and students,I have a comprehensive understanding of the teaching of maximum value problem.The reason why the maximum value problem has become a difficult point in high school mathematics is mainly because of its strong comprehensiveness.The maximum value problem will be involved in the functions,sequence of numbers,solid geometry,vector and analytical problems learned in the first and second years of high school.Some scholars at home and abroad for the most value problem to do the research,there are a lot of questions about the value of papers and journals,including the most value problem of problem-solving strategies,and the value problem of teaching research,and the most value problems of research and application of the research and for the most value problem is outstanding,summarizes the system the most value problems of problem-solving strategies and Suggestions to the most value problem of teaching,but also has some disadvantages,For example,the teaching research on maximum value problem is not perfect and systematic,and the actual situation of students is not thoroughly understood.Based on the above situation,this paper studies the maximum value problem from three aspects: first,it studies the maximum value problem in senior high school from four aspects: teaching materials,teaching status,students’ cognitive analysis of maximum value problem,teachers’ teaching attitude analysis of maximum value problem,and points out the status quo of each link respectively;The second aspect analyzes the main types and solutions of the maximum value problem in high school mathematics,including the maximum value problem of quadratic function,the maximum value problem of exponential function,the maximum value problem of logarithm function,the maximum value problem of trigonometric function,the maximum value problem in sequence and the maximum value problem in solid geometry and so on.Then according to these types of maximum value problems summed up the maximum value problems used in the thinking method and common solutions,including constant separation method,range method,discriminant method,matching method,and monotonicity method and so on;The third aspect is the most value problems of high school mathematics teaching and learning situation investigation,through face-to-face interview a number of teachers to learn the most value problems of the teaching situation,through to the students to do the questionnaire and test to know student’s cognition to the most value problems,combined with the teachers and students in the most value problems encountered in the problem,give the most value problems of teaching and learning strategies;The fourth aspect is based on the preliminary research and investigation results,put forward the teaching strategy research of maximum value problem,including the choice of teaching auxiliary,encouragement to students,optimization of teaching means and infiltration of thinking methods and so on.