First of all, the backward education mode restricts the development of high school mathematics education.
With the development of economy and social progress, all walks of life in our country have higher and higher requirements for talents. In order to meet this development requirement, China has carried out a series of reforms and innovations in the mathematics education model of senior high schools, which is also one of the main reasons for promoting the continuous development of new curriculum reform and cultivating innovative talents.
However, in the actual reform process, because the development of high school mathematics education model has the characteristics of closure, stability and slowness, it is impossible to reform mathematics education overnight.
In addition, the problem of large education base and low investment in China has not been solved, which is reflected in the field of high school mathematics education, resulting in low level of mathematics education research and backward mathematics education model in high school. This situation restricts the development of high school mathematics education to a great extent, and also lays hidden dangers for the healthy development of education.
Second, the mainstream position of exam-oriented education restricts the development of high school mathematics education.
The new curriculum reform has gone through a stage, and the slogan of quality education has been put forward for many years. However, how to embody quality education in high school mathematics education has not been well solved, and exam-oriented education still occupies the mainstream position, which hinders the development of high school mathematics education.
In the early stage of education development in China, mathematics was not paid enough attention. With the development of society, in order to improve the cultural quality of the people at that time, provide more talents with mathematical knowledge for the country and select high-quality mathematical talents, China adopted the system of examination-oriented education.
Third, the rigid education system restricts the development of high school mathematics education.
Due to the long-term influence of exam-oriented education, the education system of high school mathematics has also become relatively simple and backward. This is because exam-oriented education simply emphasizes subject education and ignores the importance of quality education, cultural education and science education.
Under this kind of teaching demand, the education system of senior high school mathematics teaching only includes the target system, curriculum system and evaluation system, and the system content is relatively simple, which not only can not meet the needs of the construction of the education system, but also affects the all-round development of students.
Fourthly, the fetters of traditional cultural thoughts restrict the development of senior high school mathematics education.
The restriction of traditional mathematics teaching thought and traditional cultural thought on the development of high school mathematics education. The traditional mathematics teaching thought pays attention to the tactics of questioning the sea, aiming at cultivating students' ability to take exams in mathematics. The traditional cultural thought such as imperial examination system seriously puzzles the development of mathematics education in senior high schools.
China has adopted the imperial examination system to select talents since ancient times. Although this method has played an important role in a certain period, it also has considerable disadvantages. Although the imperial examination system has long been abolished. But traditional ideas are deeply rooted. Modern exam-oriented education in China has also been influenced to some extent.
Reflected in high school mathematics education, it is impossible to get rid of the influence of exam-oriented education, and then it will not be better developed.
Therefore, the development of high school mathematics education must get rid of traditional cultural concepts and mathematics teaching concepts, actively introduce advanced western educational concepts and models, learn from western educational concepts, emphasize the practicality of knowledge, and promote the combination of high school mathematics and western educational concepts.