| On July 24,2021,the General Office of the CPC Central Committee and the General Office of the State Council issue the Opinions on Further Reducing Students’ Homework Burden and After-school Tutoring Burden in Compulsory Education.The introduction of the“double reduction”policy makes it imperative to effectively reduce the homework burden and academic burden of students.In this context,improving teaching efficiency,arranging effective homework,and engaging in core exercises are undoubtedly the most effective ways to implement such double reduction policy.The introduction of the“question root”teaching is expected to improve teaching efficiency and control the number of problems in a reasonable manner,so that students do not need suffer from the experience of solving a large number of homework and exercises,and truly reduce the burden and increase efficiency.This study uses the following methods: literature method,questionnaire survey method and interview method.Firstly,it reviewed the relevant literature to understand the current results of the “question root” teaching and the reduction of burden and efficiency,so as to lay the foundation for this study.Secondly,it conducted a questionnaire survey on students,an observation on mathematics classroom and an interview with teachers to understand the state quo of students’ learning and teaching of derivatives and their applications.The survey found that students’ overall study efficiency is low and their learning burden is heavy.The teachers pay a lot of attention to the teaching of derivatives and their applications,and were willing to improve the teaching mode,although they did not know thoroughly about the “question root”teaching.In order to verify the effectiveness of the teaching model,the author followed the ideas and methods of educational experimental research design and chose two classes taught by me as the subjects of the study,taking into account the actual situation of rearrangement the classes not available,and selected 20 students with comparable foundation level and no statistical difference in the previous tests as the experimental students and control students in the two classes.The teaching model of integrating mathematical question roots was implemented in the experimental control class for about six months.According to the research,it was found that:(1)designing programs and teaching models for different teaching contents has a certain effect on improving students’ performance in mathematics and optimizing their quality of thinking;(2)through applying mathematical question roots in mathematics teaching,the average students can more clearly recognize the purpose of learning mathematics,examination focus and key and difficult points,gain a deep understanding of and realize the application of knowledge,etc.,so as to better construct the level of knowledge,broaden the ideas for solving questions,and realize the purpose of seeking multiple solutions for one question or seeking the same solution for multiple questions,and the students could also find the breakthrough for solving the question in a faster manner and optimize the solution scheme;(3)the application of mathematical question root in mathematics teaching can enhance students’ confidence in learning mathematics,build a clearer knowledge structure,and independently sort out basic knowledge to improve the efficiency and quality of the solution of question,as well as open up and release their potential to a certain extent;(4)the interest of students in the experimental class in mathematics has generally increased,and their study habits have also been improved significantly,which has played a role in reducing the learning burden and improving teaching efficiency of classroom.At the same time,the teachers’ ideas,attitudes and teaching style towards students’ learning in mathematics were also positively influenced to some extent. |
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