Research Of High School Mathematics Learning Situation Analysis Under Precision Teaching Model

In recent years,the teaching concept gradually develops from the original "teacher-oriented" to "student-oriented",and the curriculum standard also mentions the implementation of the fundamental task of cultivating morality and cultivating people,and the development of quality education.The double reduction policy proposes to reduce the burden and increase the efficiency,return to classroom teaching,and greatly improve the class quality to increase the classroom efficiency and reduce the burden on students.In the actual process of high school mathematics classroom teaching,most teachers do not really "determine teaching according to learning",or teach according to their own experience,resulting in students do not grasp the essence of knowledge and do not have a deep understanding.The comprehensive and individual development of students cannot be separated from school education and classroom teaching.Precision teaching can promote the individual development of students,and learning situation analysis is the basis of precision teaching.It is of great significance to construct the analysis framework of high school mathematics learning situation under the model of precision teaching,which provides a referential model for front-line teachers to analyze learning situation in the teaching process.This paper is divided into six parts.The first part is the introduction.Including the research background,content,purpose,significance,method and the framework of the paper.The second part is literature review and theoretical basis.It includes the current situation of learning situation analysis at home and abroad,defining the concept of learning situation analysis and defining the concept of precision teaching.The third part is the analysis of the current situation of high school mathematics.Through the questionnaire survey of 108 high school students and 17 high school mathematics teachers,it is found that high school students’ mathematics learning situation is severe,high school mathematics teachers seldom pay attention to students’ learning needs,teachers one-sided understanding of learning situation analysis and teachers’ learning situation analysis method is not scientific.The fourth part is to develop the framework of high school mathematics analysis.This paper makes clear the necessity of formulating the analytical framework of high school mathematics situation,and expounds the reasons for constructing the analytical framework of high school mathematics situation from three aspects: precision teaching,student development and core quality cultivation.The analysis framework of high school mathematics situation under precision teaching mode was preliminarily formulated,and front-line teachers were interviewed to modify and improve the framework.The fifth part is empirical research.Taking the new teaching of the Law of Cosine and the review course of Plane Vector and Its Application as two examples,this paper selected two classes with similar levels in the second grade of a senior high school in Jiangxi Province to empirically implement the framework of learning situation analysis.The experimental results show that the analysis framework of high school mathematics situation under the precision teaching mode can effectively improve students’ mathematics scores,and the analysis framework of high school mathematics situation under the precision teaching mode can cultivate students’ core quality of mathematics subject.The sixth part is divided into high school mathematics situation analysis teaching suggestions.There are three suggestions for the analysis of pre-class learning situation: reading the textbook of course standard to understand the logical starting point of students;Pay attention to the existing experience,grasp the students’ realistic starting point;Develop flexible goals and analyze students’ learning needs.The suggestions of situation analysis are as follows: focus on the problem,pay attention to the difficult content of students;Observe in class and solve problems raised by students;Teaching tact,make good use of classroom error resources.The analysis of learning situation after class suggests two points: graded homework design and accurate feedback of learning results;Individualized tracking and tutoring to promote students’ all-round development.