Research On High School Function Teaching Strategy Based On Reverse Thinking Ability Cultivation

As society continues to develop,the country’s demand for innovative talent is increasing,and the primary way to cultivate innovative talent is to cultivate innovative thinking.Reverse thinking is an important part of innovative thinking,which plays an important role in various fields.Reverse thinking occupies an even more important position in the field of mathematics teaching.This article focuses on the high school function section.As one of the main contents of high school mathematics teaching,the function contains numerous ideas of reciprocal transformation.In addition,high school students are at an important time in the development of logical thinking,and their thinking has a strong plasticity.With such an age profile and level of understanding,it is extremely advantageous for high school students to develop reverse thinking for learning.Therefore,functions are a good entry point for developing reverse thinking in high school students.Although many domestic scholars have studied reverse thinking more extensively,there are fewer studies that combine reverse thinking with high school functions and explore the ability to develop students’ reverse thinking in function teaching.Therefore,this paper builds on existing research to investigate strategies for developing reverse thinking in high school functions.First,this paper summarizes the literature related to thinking,reverse thinking,and function teaching at home and abroad through the literature research method.In the second step,a questionnaire survey was conducted to investigate the current status of the reverse thinking skills of high school students in function learning.The following conclusions were drawn:(1)students do not know enough about reverse thinking;(2)students lack interest in the reverse thinking approach to problem solving;(3)students are not good at solving problems by using the reverse thinking approach.In the third step,a questionnaire survey of teachers found that the problems of teachers in function teaching activities are:(1)teachers do not pay enough attention to the cultivation of students’ reverse thinking;(2)teachers do not have enough penetration of reverse thinking in classroom teaching;(3)teachers do not have enough experience in cultivating students’ reverse thinking.In order to improve students’ ability of reverse thinking,the author makes the following suggestions: First,it is necessary to update teachers’ concepts and learn the theoretical knowledge of mathematics teaching;Second,fully study the textbook and penetrate the reverse thinking method;Third,create an equal teacher-student relationship and encourage students to interact and communicate;Fourth,create reverse situations to cultivate students’ reverse thinking skills;Fifth,reflect on the problem-solving process and inspire students to solve multiple problems.Subsequently,two classes were selected as experimental subjects for pre-testing to ensure that the learning ability and thinking ability of the two classes were similar,and a control experiment was conducted on two parallel classes using the experimental research method to strictly control irrelevant variables.The test questions were also designed to post-test the two classes,and the experimental data were analyzed using SPSS 27.0 to verify the effectiveness of the teaching strategies.