The teaching reform of new mathematics curriculum in senior high school has made gratifying achievements, but there are also some universal problems, which will help the teaching reform go smoothly. Therefore, as a high school mathematics teacher, we should deeply understand the essence of the new curriculum reform and the new round of mathematics curriculum reform in high school from the concept, content to implementation. So, what are the problems in the teaching of new mathematics curriculum in senior high school? How should we take countermeasures? The author thinks:

Question 1: The old textbook of the department of love.

There are essential changes in basic concepts, knowledge structure and content arrangement between the new curriculum and the old textbooks. The new curriculum pays more attention to the occurrence and development of mathematics knowledge, but teachers do not grasp the structural system and content arrangement of high school mathematics textbooks from the overall height of the subject, and lack the attitude of actively exploring the new curriculum reform, which leads many teachers to love the old textbooks with the new curriculum.

For example, in the content of verticality between line and plane in the new textbook compulsory 2 "Preliminary Solid Geometry", the theorem of three perpendicular lines does not appear in the textbook, which seems to bring temporary "inconvenience" to teaching. If we analyze the general direction of the new curriculum reform and grasp it from the height of the subject, we will find that solid geometry is presented step by step, and solving solid geometry problems with "vector algebra" is an important feature of the new curriculum.

As front-line teachers, we are concerned and thinking about: there are many teaching contents in the new textbook, which contents should be abandoned, which contents should be reduced in difficulty, whether there is a clear implementation plan or explanation, which is easy to operate and clear in selection and depth. Let the teacher know what to do and let the teachers and students complete the teaching task smoothly.

Question 2: Lighter teacher guidance.

The new mathematics curriculum advocates students' cooperation and communication, aiming to make every student move, form the desire of active learning and cultivate the consciousness of active participation. However, we found that a small number of young teachers "herded sheep" in class, which made autonomous cooperative learning a mere formality, and the teaching effect was little. For example, in the teaching of logarithmic function, at the beginning, the teacher aimed at the teaching of exponential function and asked students to discuss its nature and application. During the period, the types of questions were listed, and the winning points system was implemented in the form of each group competition. It was euphemistically called: team spirit was emphasized, and a "herding sheep" class ended in a noise. The new curriculum advocates students' autonomous learning and requires teachers not only to impart knowledge, but also to guide, organize, cooperate and promote students' learning. Only by sharing each other's thoughts, experiences and knowledge, exchanging each other's feelings, experiences and ideas, and enriching the teaching content can teachers and students develop together.

Students are the masters of mathematics learning, which is the basic idea of the new curriculum. Under the brand-new educational concept, teachers' teaching methods and students' learning methods should indeed undergo fundamental changes. The effective way for students to learn mathematics is no longer simple imitation, memory and accumulation. Hands-on practice, independent thinking, independent exploration, cooperation and communication, reading and self-study are the main activities of mathematics learning. While highlighting the students' main body, it also emphasizes the guidance and organizational role of teachers. Only through the interaction between teachers and students can we share each other's thoughts, experiences and knowledge and achieve common development.

Question 3: Pay attention to situation creation.

Classroom teaching is a place where teachers and students, students, teaching materials and students "collide". According to the view of constructivism, the effectiveness of students' classroom learning is to mobilize students' thinking and enthusiasm for participation to the maximum extent in the classroom, and to promote students to actively construct knowledge.

Under the impact of the new curriculum concept, scenario creation has almost become an indispensable part of mathematics classroom teaching. When many teachers create scenes, the purpose of creating scenes is not clear, the scenes they create are only used as classroom furnishings, the contents of the scenes are divorced from reality, the forms of creating scenes are rigid and single, the scenes do not meet the age characteristics of students, and multimedia is abused.

We believe that not every math class can create situations, and it is not necessary to create situations in every class, not to mention that the situations created in every class can play a good teaching effect. For some topics that are difficult to create situations, if we take a direct and direct approach, we can also play a guiding role.

Question 4: The inquiry is untrue.

The new curriculum puts forward inquiry learning, which is the process of students' autonomous learning around problems. Mathematical inquiry has the characteristics of development and students' high autonomy, but many teachers let students go with the flow and ignore the guiding role of teachers. Some teachers just design teaching activities according to links, arrange exploration routes, and directly lead students to the results they want, without students' independent exploration and teachers' inspiration and guidance. This form of inquiry training will only make students lose interest and enthusiasm.

Inquiry learning is a new learning method introduced into senior high school mathematics curriculum, which helps students to understand the generation process of mathematical concepts and conclusions, initially understand the relationship between intuition and rigor, try the process of mathematical research, experience creative passion, and establish a rigorous scientific attitude and a scientific spirit that is not afraid of difficulties; It is helpful to cultivate students' habit of being brave in questioning and being good at reflection, and to cultivate students' ability to find and solve mathematical problems; It is helpful to cultivate students' innovative consciousness and practical ability.

In the implementation of the new curriculum, teachers should build a harmonious classroom atmosphere based on students' existing knowledge and experience, provide time and space for students' development, and stimulate students' interest in exploring new knowledge.

Question 5: Emphasis on multimedia forms.

Multimedia teaching is vivid and infectious, and it is easy to stimulate students' interest. It does add a lot of color to the classroom, but there is also a strange phenomenon that classroom teaching blindly pursues audio-visual teaching instead of writing on the blackboard. However, we only pay attention to the multimedia form and ignore its teaching effectiveness, and only pay attention to the positive reflection of students' emotions and ignore the formation of students' ability.

The new curriculum and new textbooks highlight the computer-aided multimedia teaching. Computer-aided multimedia teaching will gradually become one of the mainstream of modern teaching technology. However, due to the rough design and production of self-made courseware or commodity courseware, some courseware just moves textbooks and can only play the role of a small blackboard; Some classrooms are simply courseware "showing movies", teachers become projectionists, and students become out-and-out audiences; Some teachers overuse irrelevant images, music, animations, etc. In order to show the well-made courseware, students can pay attention to the wonderful pictures and sweet music and can't concentrate on the teaching content contained in it; In some courseware, due to the limitation of production technology or improper operation by teachers, man-machine dialogue replaces interpersonal dialogue, which greatly reduces the affinity between teachers and students; Quite a few people don't know much about multimedia-assisted teaching, and think its effect is not as good as traditional teaching technology.

We should fully realize that computer is an auxiliary teaching, not the master of teaching, and carefully make appropriate multimedia courseware according to the content to make it closer to students' cognitive structure, so as to achieve the best teaching effect.

In short, under the new curriculum, we should constantly explore new teaching methods, change teaching concepts and improve students' interest in learning. Only through practice, reflection and improvement, and strive to improve their comprehensive ability, can we find a teaching method more suitable for students' lifelong development.

Author/Mu Rongchong

Abstract: Under the background of new curriculum reform, the requirements for senior high school mathematics teaching have also been improved. For high school students, high school mathematics is a compulsory course, and its status and role are very important. How to better improve the quality of high school mathematics teaching under the new curriculum reform is a major issue faced by all high school mathematics teachers. This paper expounds the main problems existing in senior high school mathematics teaching under the new curriculum reform, and puts forward some countermeasures to solve these problems.

Keywords: new curriculum reform; High school mathematics; Problems; Countermeasures

The new curriculum reform has greatly affected mathematics teaching, especially in senior high school mathematics, and the knowledge structure and teaching objectives of teaching materials have changed greatly. Compared with traditional textbooks, mathematics teaching in senior high schools under the new curriculum reform pays more attention to students' subjectivity and the cultivation of students' all-round quality and innovative thinking. Therefore, teachers need to constantly improve their teaching methods. Only by carefully analyzing the main problems existing in senior high school mathematics teaching under the new curriculum reform and putting forward the countermeasures to solve the problems can we really improve the quality of senior high school mathematics teaching.

First, the new curriculum reform in high school mathematics teaching problems

1. Problems with teaching materials

There are some obvious problems in textbooks under the new curriculum reform. For example, compared with traditional textbooks, there are some deletions in knowledge content. At the same time, there are many unscientific places in the ordering of knowledge points. In the textbooks of the new curriculum reform, the basic knowledge has increased, and the relationship between senior high school mathematics and other disciplines has not been reasonably coordinated. The main purpose of mathematics teaching in senior high school is to further improve the basic knowledge of senior high school students and constantly train students' thinking. But this result often ignores the application value of high school mathematics.

2. The teaching mode is relatively simple.

Under the current situation, high school mathematics teaching still adopts the traditional teaching mode, and teachers give priority to explanation. Because of the particularity of high school mathematics, teachers are required to explain new mathematical formulas and laws. However, when explaining new knowledge points, senior high school teachers only act as the leader of classroom teaching, ignoring students' dominant position, making students' learning more passive, thus affecting the improvement and all-round development of students' ability.

3. Teaching methods are monotonous

In the process of high school mathematics teaching, it is very necessary for students to do some exercises properly, which can achieve the purpose of consolidating what they have learned and testing their own learning situation. At present, most senior high school math teachers pay too much attention to students' exercises. It is beneficial to do some proper exercise. If students do too many exercises, or just repeat them monotonously, they will only waste too much time and fail to achieve the ultimate goal.

4. Ignore the cultivation of students' innovative thinking.

The new curriculum reform clearly points out the need to cultivate students' innovative thinking. Most senior high school math teachers ignore this point, so that senior high school students can't solve all kinds of math problems and exercises independently. In the process of explaining some innovative problems, senior high school teachers only tell the answers to the questions, but don't teach students the methods to solve math problems independently, thus ignoring the cultivation of students' innovative thinking.

Second, the new curriculum reform to solve the problem of high school mathematics teaching countermeasures

The new curriculum reform is a national textbook reform. Under the background of the new curriculum reform, senior high school mathematics teachers are under great pressure. They need to reform the traditional teaching mode and methods to adapt to the new curriculum reform and improve the teaching quality.

1. On the basis of high school mathematics textbooks, moderately develop a variety of teaching resources.

In the process of teaching, senior high school math teachers need to develop a variety of teaching resources to a certain extent, and constantly cultivate students' ability to learn math. Let students learn the most basic mathematical principles first, and then digest and absorb them. Let students create some reasonable situations on the premise of learning textbook knowledge, and with the help of these situations, let students actively participate in discussions and research, so as to feel the essence of high school mathematics knowledge.

2. Improve the professional quality of teachers.

The new curriculum reform puts forward higher requirements for teachers' teaching level. Therefore, high school teachers should further improve their teaching level, and the improvement of their professional quality is the guarantee to improve their teaching level. On the one hand, schools need to organize teachers to carry out certain training to further improve their professional quality; On the other hand, senior high school teachers need to strengthen communication and study to enrich their teaching experience.

3. Reform the traditional teaching mode and method.

The traditional teaching mode focuses on teachers' explanation, and students' learning becomes more passive, thus affecting their enthusiasm and initiative in learning. Therefore, under the new curriculum reform, high school teachers should hand over the classroom to students, mobilize their enthusiasm and initiative to the maximum extent, and stimulate their enthusiasm for learning. The new curriculum reform pays more attention to cultivating students' inquiry thinking. Teachers need to give students some study time after the explanation, and gradually improve students' learning enthusiasm. In addition, when assigning homework, we should allocate it reasonably according to the teaching objectives of the new curriculum reform and formulate different homework standards in combination with the actual situation of students. Homework should aim at demonstrating students' abilities, not just repeating exercises.

4. Pay attention to cultivating students' innovative thinking.

The new curriculum reform requires senior high school teachers to cultivate students' innovative thinking in the teaching process in order to improve students' ability to solve problems independently. The new curriculum standard points out that it is necessary to cultivate students' various abilities, especially innovative thinking ability. Innovative thinking ability is closely related to the development of students, and it is also very critical. The cultivation of innovative thinking ability can broaden students' thinking and further enhance their ability to analyze and solve mathematical problems and puzzles.

To sum up, the new curriculum reform has a direct impact on senior high school mathematics teaching. Under the background of the new curriculum reform, senior high school teachers need to constantly improve their professional quality, reform traditional teaching modes and methods, moderately develop a variety of teaching resources based on senior high school mathematics textbooks, pay attention to cultivating students' innovative thinking, make students learn mathematics knowledge more effectively, promote their all-round development, and finally achieve satisfactory teaching results.

References:

Huang Kai. On how to carry out inquiry learning in senior high school mathematics teaching [J]. Modern Reading: Education Edition, 20 12(04).

[2] Ding Jianlin. On the problems existing in senior high school mathematics teaching under the new curriculum standard [J]. Reading and Writing: Journal of Education and Teaching, 20 12(02).

[3] Yang Huantao. A preliminary study of mathematics teaching methods in senior high schools: based on the background of new curriculum reform [J]. Success: Education, 20 1 1(0 1).

(Author: Qiushi Senior High School, Meitan County, Zunyi City, Guizhou Province) "Problems and Countermeasures in Senior High School Mathematics Teaching under the New Curriculum Reform" comes from Teacher Fan Wen.