Research On The Teaching Of Blank Space In High School Mathematics Clas

The “High School Mathematics Curriculum Standards(2017 Edition and2020 Revision)”.clearly states : “Students are the masters of mathematics learning,and teachers are the organizers,guides and collaborators of mathematics learnin”.Unfortunately,at this stage,the high school mathematics classroom is still full and fast-paced,and the current situation of teachers teaching hard and students studying hard still exists.Such a classroom is difficult to arouse students’ interest in learning mathematics,and it is not conducive to the development of students’ mathematical thinking.In view of this,combined with my relevant education and teaching practice research,taking classroom blanks as the starting point,reconstruct high school mathematics classroom teaching,clarify students’ learning subjectivity,stimulate students’ interest in learning,cultivate students’ mathematical thinking,promote the improvement of students’ learning efficiency,and promote the improvement of classroom teaching quality.Based on reading a large number of literature,this paper sorts out the relevant research on the blank space left in high school mathematics classrooms.Based on this,the research is mainly carried out from the three dimensions of topic type,teaching link and blank form,focusing on the two levels of concept and strategy.Firstly,with the help of questionnaire survey method and interview method,the current situation of blank space in high school mathematics classroom is clearly and objectively understood.Then,through classroom observation and qualitative content analysis,combined with the fragments in specific teaching cases,the strategies of using classroom white space in different lesson types are discussed.Finally,after tracking the feedback of the control class and the experimental class,and comparing the students’ achievements before and after teaching practice,it can be found that the classroom blank strategy is conducive to the improvement of classroom teaching efficiency and the cultivation of students’ mathematical thinking.The conclusions of this study are as follows:1.Conceptual level:(1)Teachers’ understanding of classroom blanks is not comprehensive;(2)The form of classroom blank space is single;(3)Improper grasp of the time left blank in class.2.Strategic level:(1)Before the concept is generated,the pause blank space is used to let students feel the root of the concept and experience the formation process;When generating concepts,the point clear white space is used,and teachers excavate knowledge points from multiple angles and levels;After the concept is generated,transfer white space is used to allow students to consolidate the exercises and deepen their understanding of the concept.(2)When the theorem law is introduced,doubtful blanks are used to stimulate students’ desire to explore;When deriving theorem rules,pause-type white space is used to allow students to explore independently and play the role of students’ main body;When applying theorem rules,transfer white space is used to consolidate the theorem through practice.(3)In the difficult points,the pause,point clear,and doubtful blank space are used to inspire students to think and explore,and improve students’ problem-solving ability;At the error-prone points,use the point clear and migration type white space to seize the opportunity to correct students’ mistakes and let students discover their own mistakes;In the variant training department,the transfer and doubtful blanks are used to cultivate students’ problem-solving skills.