Research On Concept Teaching Strategies Of Generative Mathematics In Senior High School

The concept of mathematics plays an important role in the teaching and research of mathematics.It is not only the cell of mathematics,but also the source of mathematics education.However,in the current l concept teaching in high school,due to the pressure of mathematics teaching and the tight class time,many teachers only pay attention to the result of the concept,ignore the process of concept formation,and even directly replace the concept learning with problem-solving teaching,such a teaching mode leads to a sharp decline in students’ interest and initiative in mathematical concepts,and they know little about the nature of the concept,not to mention the flexible application.With the advancement of the new curriculum reform,generative teaching has gradually come into people’s view,and the teaching concept of process teaching and putting students in the main position is of guiding significance to improve the current situation of high school mathematics concept teaching.Therefore,this paper combines the concept of generative teaching with mathematical concept teaching and proposes a strategy of generative teaching in high school mathematics to improve the status quo of high school mathematics concept teaching and realize the transformation from "instilling" concepts to "generative" concepts.First,this paper investigates the concept learning of high school students and the current situation of concept teaching of high school teachers through questionnaire survey method and classroom observation method respectively and finds that both high school teachers and students can recognize the importance of mathematical concepts in mathematics learning,but there are still some problems: teaching ignores the origin of concepts,students do not learn concepts actively;the essence of concepts is not generated enough,students do not learn flexibly;the value of concepts is not highlighted enough,and students do not learn deeply.Secondly,in response to the findings of Chapter 3,the teaching strategies are developed in three aspects,namely,preparing for the generation before class,emphasizing generation during class,and promoting generation after class,by combining the relevant theories in Chapter 2 and the principles of constructing generative mathematical concept teaching strategies.Specifically,in pre-lesson preparation for generation,teachers should switch their ideas of lesson preparation,change rigid design to flexible design,and secondly,they should switch their perspectives of lesson preparation to anticipate the growth points and key points of concepts.In the middle of the lesson,teachers should create teaching situations,show the thinking path,and extend and consolidate the summary to generate the original problems,essential properties and ontological values of the concepts.In post-lesson generation,you can generate the extension points of concepts by digging into the basic concepts and establishing linking relationships,and guide students to take a holistic view of mathematical concepts and build a framework and system of mathematical concepts.Finally,through an experimental method,two classes with comparable levels in all aspects were selected in the internship school,and the generative high school concept teaching strategy was applied to the lesson "The Concept of Function" as an example.The following conclusions were found through practice: the generative high school mathematics concept teaching strategy can significantly increase students’ interest in mathematics concepts,can deepen students’ understanding of the concepts,and can improve mathematics learning performance and participation in class.