Research On Teaching Strategies Of High School Mathematics Concept Cours

In mathematics learning,we know that it is very important to master concepts,and concept course is the basic and important course type in teaching.The importance of concepts has been clearly defined in the teaching curriculum standard,and mathematical concepts are also a powerful basis for deriving formulas and theorems.Therefore,lay a good foundation of mathematical concepts and learn mathematics with ease.Of course,to achieve this goal,there must be efficient concept teaching.Therefore,concept teaching is also a topic studied by educators at home and abroad.The purpose is to summarize appropriate and effective methods to improve the problems existing in the process of concept teaching and continuously improve the overall quality of teachers and students.However,in the current form of education,teachers’ understanding of the importance of concepts is not in place,teaching methods are lack,concept research is not in-depth,and students’ understanding of concepts is not in place due to individual differences,which leads to the concept teaching can not achieve the expected effect and delay students’ learning and development.Therefore,facing the above situation,this paper studies and discusses the teaching strategy of concept course.Firstly,this paper expounds the relevant research theories through the literature research method,and then analyzes the current research status and the problems existing in teachers and students.According to the characteristics of abstraction,conciseness and systematicness of mathematical concepts,the definition of mathematical concepts is obtained.It is also analyzed that the main reason why students believe that mathematics is difficult to learn lies in the abstraction of mathematical concepts.At the same time,it also defines the standards of mathematical concept teaching.On this basis,this paper explores the concept teaching from the four aspects of concept introduction,formation,understanding and consolidation,and experiences each link of concept teaching combined with relevant teaching cases.Among them,concept introduction can lead to new concepts by creating situations,using old concepts with the help of specific examples,introducing new concepts according to their own development needs,or introducing concepts by analogy.Next,research and explore the key points of concept teaching research,that is,the formation and understanding of concepts,and form mathematical concepts through autonomous exploration,analogy transfer,induction and summary,and guiding conjecture,Grasp the essence of the concept,clarify the connotation and extension of the concept,design problem strings,analyze the concept,or design counterexamples,create cognitive conflicts and understand the concept.Finally,concept consolidation is also needed.It can be said that concept consolidation is the deep processing of concept understanding,an effective link to test students’ concept learning,and an important link to sublimate thinking,improve knowledge level and improve mathematical knowledge system.Finally,based on the action research method,this paper designs and participates in the concept teaching of function monotonicity.Through discussion and exploration,combined with the teaching strategies and methods in other teaching cases,grasp the four links of the concept course,design the concept course of function monotonicity,and realize the effectiveness and rationality of each aspect of the teaching strategy in this process.