Research On High School Mathematics Derivatives And Their Teaching Under The New Curriculum Standard

Since the implementation of the new curriculum standard,there have been great changes in high school mathematics teaching materials,new requirements for mathematics teaching,and profound changes in the evaluation system of college entrance examination.As the core concept of calculus,derivative not only contains rich mathematical thoughts,but also provides a new research tool for middle school students to learn functions.The new curriculum standard has brought about new changes in the content and teaching of mathematics derivatives in senior high school.It is necessary to study the derivative of high school under the new curriculum standard.This thesis puts forward the following three research questions:(1)What are the characteristics of high school mathematics derivatives under the new curriculum standards,and what are the differences in derivative content between the new and old versions of the curriculum standards?(2)How to implement the teaching of high school mathematical derivatives under the new curriculum standards?(3)What teaching strategies are advocated for high school mathematics derivative teaching under the new curriculum standards?Around these problems,this thesis studies the content of mathematical derivatives in high school under the new curriculum standards from three aspects firstly: curriculum standards,textbooks and college entrance examination evaluation.It also analyzes the requirements of the new textbook for teachers from three aspects:the setting of derivative chapters,the presentation of derivative concepts and the review questions of derivative chapters.Then,according to the derivative problems in the recent five years of college entrance examination papers,the requirements of the new college entrance examination evaluation are analyzed.Finally,questionnaire and test paper are designed to understand the current situation of high school students.Design an interview outline based on students’ learning situation to understand the status quo of high school teachers’ teaching.Based on the above research,this thesis draws the following conclusions:(1)The new curriculum standard pays more attention to the process of knowledge generation,while teachers and students pay more attention to the results of learning in the actual teaching,and the mathematics culture is less understood;(2)The new curriculum standards pay attention to mathematical thinking and methods,but in the actual teaching of this part is relatively lacking;(3)The new curriculum standard pays more attention to the effective combination of information technology and teaching.In fact,there will be very few teachers using information technology to teach it;(4)The new curriculum standard values the cultivation of students’ core literacy,but it is not enough in the actual teaching.In the actual teaching,teachers focus on the results of exercises,and there is a lack of ability cultivation of students.When high school students learn derivatives,there are many problems,such as not understanding the concept thoroughly,lack of mathematical ideology,and not being able to use it flexibly.Some teaching suggestions are put forward based on the content and teaching status of high school mathematics derivatives in the new curriculum standard:(1)Pay attention to the culture of mathematics and the history of calculus;(2)Pay attention to students’ learning process and the generation of derivative concept;(3)Pay attention to the cultivation of core literacy,pay attention to the infiltration of mathematical thoughts and methods;(4)Pay attention to modern educational technology,pay attention to the improvement of teaching methods;(5)Pay attention to the cultivation of students’ ability and the application of derivatives.