Research On The Variable Teaching Of Exercises Lesson Of "Conic Curves And Equation" By Problem-Driven

In the context of the new curriculum reform,mathematics education should be based on the core literacy of the mathematics discipline,deeply exploring the essence of mathematics,constructing appropriate teaching scenarios,proposing challenging mathematical problems,and stimulating students’ thinking and communication to cultivate and develop their core literacy in mathematics.Currently,problem-driven teaching methods have become a popular topic in the research of high school mathematics classroom teaching,as it helps reveal the essence of mathematics and is an indispensable element in mathematics education.Variation teaching can optimize the classroom structure of problem-solving classes and highlight the main line of mathematical thinking and methods.This study takes problem-driven conic curves and equation problem-solving classes as carriers,conforms to the logic of proposition conditions,constructs suitable teaching scenarios,inspires students to think about variations in problem-solving,and helps students understand the essence of mathematics deeply.The paper adopts methods such as literature research,questionnaire survey,and interview,and combines relevant theories and teaching practices to conduct in-depth research on problem-driven problem-solving classes,as well as investigate the current teaching status of conic curve and equation problem-solving classes in high school mathematics classrooms.The study found that there are some problems in the aspects of students,teachers,and problem-solving: at the student level,students lack systematic mastery of the solution methods for conic curve problems,lack a deep understanding of mathematical ideas and methods,and lack the ability to vary and reflect on problem-solving.At the teacher level,teachers focus too much on the process of solving problems and lack attention to student subjectivity,which requires higher-level research and thinking.In terms of problem-solving,problems should focus on both the foundation and the key mathematical ideas and methods,adopting a spiral upward approach,while optimizing thinking and serving college entrance examinations.In response to the problems that occur in problem-solving classes and based on research on variation problem-solving,the following improvement suggestions are proposed: first,to point out the basic paths and two methods of problem variation,which are respectively,the production of variation propositions through the transfer of conditions and the variation of problem propositions through related properties.Secondly,problem-driven variation teaching principles and strategies for problem-solving classes are proposed,including grasping the selection and organization of problem variations from a holistic perspective,highlighting student subjectivity in teaching,emphasizing the formation process of mathematical ideas in problem variation while strengthening generation.Finally,in specific teaching strategies,teachers need to pay attention to effective questioning strategies,reasonably vary problems based on teaching goals,and both teachers and students should do a good job of summarizing and reflecting after variation.Finally,based on the above methods,principles,and strategies for problem variation,an ellipse variation problem-solving teaching case is provided to provide some related thoughts and suggestions for high school mathematics variation problem-solving classes.