Download the reference model essay for mathematics graduation thesis 1
Teaching methods of quadratic function in senior high school mathematics
Abstract: The learning of quadratic function is the key and difficult point in senior high school mathematics learning. Teachers and students should jointly study the basic methods of learning quadratic function and master its learning ideas and rules in order to learn quadratic function well.
Keywords: high school mathematics; Quadratic function; teaching method
Quadratic function is a very important teaching content in senior high school mathematics teaching. With the continuous advancement of teaching reform, the quadratic function in junior high school is not included in the examination content because it is for understanding the content, which makes it difficult for senior high school students to learn quadratic function. Therefore, when teaching this part, teachers must pay attention to consolidating and reviewing the contents and knowledge points of quadratic function in junior high school, and at the same time adopt effective methods to teach quadratic function reasonably, so as to ensure higher efficiency and quality and achieve the purpose of improving senior high school students' math scores.
First, strengthen the knowledge and understanding of the definition of quadratic function
The teaching of quadratic function in senior high school mathematics is mainly based on the knowledge and definition of quadratic function in junior high school. In the process of defining and explaining the content and knowledge of quadratic function, teachers mainly use the corresponding relationship between sets to explain the definition of quadratic function. Therefore, there is an essential difference between quadratic function teaching in senior high school and quadratic function teaching in junior high school, which makes it difficult for students to adapt to and accept the definition of quadratic function in the process of quadratic function teaching. In the teaching process of quadratic function in senior high school mathematics, teachers should guide students to understand the definition and related knowledge of quadratic function comprehensively and deeply according to the content and definition of quadratic function in junior high school, so as to ensure students to learn and master more knowledge of function. In the process of quadratic function teaching, teachers should pay attention to guide students to review and review the knowledge points and related definitions of quadratic function mastered in junior high school, and compare them with the contents of quadratic function in senior high school mathematics, so that students can have a deeper understanding and understanding of the definition, domain, correspondence and value range of quadratic function. For example, in the process of explaining an example: f(x)=x2+ 1, and solving f(2), f(a) and f(x+ 1), if students have a clear understanding of the definition and concept of quadratic function, they can see that this problem is a relatively simple replacement problem, and they only need to. For example, in f(x+ 1)=x2+2x+2, students need to realize that the independent variable of this function value is x+ 1, not x=x+ 1.
Second, the combination of numbers and shapes teaches quadratic functions.
In the teaching process of quadratic function in high school mathematics, a common teaching method is the combination of numbers and shapes. In the process of quadratic function teaching, the combination of numbers and shapes can not only help students better understand and master the properties and images of quadratic function, but also help to solve various quadratic function problems, thus cultivating students' thinking ability and improving the efficiency of quadratic function teaching. The application of the combination of numbers and shapes in the teaching of quadratic function. The images used can not only reflect the nature change, parity, symmetry, maximum problem and changing trend of quadratic function, but also be an important carrier for learning the solution method of quadratic function and carrying out teaching effectively. Therefore, in the teaching process of quadratic function, teachers need to adopt the teaching method from the shallow to the deep, reasonably grasp and control the teaching difficulty, and help students summarize and understand the changes of its nature on the premise that students know and are familiar with the images of quadratic function, so as to achieve the goal of teaching quadratic function smoothly. For example, in the process of guiding students to draw quadratic function images, teachers can take a step-by-step approach to help students learn and understand the image properties by drawing simple quadratic function images. For example, quadratic function images f(x)=-x2, f(x)=x2, f(x)=x2+2x+ 1 and so on. In the process of learning to draw function images, teachers can also set some examples, such as? Suppose the function f(x)=x2-2x- 1, in the interval [a,+? ], that is, monotonically increasing, how to seek the value range of the number A? , or? The function f(x)=2x2-4x+ 1 and -2 is known.
Third, develop teaching methods and cultivate students' thinking ability.
In the teaching process of quadratic function in high school mathematics, the content involved is relatively wide and the proportion is relatively large. Therefore, in the process of quadratic function teaching, teachers involve many teaching methods and ideas, which require teachers to choose teaching ideas and methods reasonably, so as to effectively cultivate and enhance students' mathematical ability and thinking ability. For example, in the process of quadratic function teaching, teachers can guide students to solve the following examples, so that students can further understand and master the definition and extension of quadratic function, think and summarize the ideas and methods of solving quadratic function, thus cultivating and enhancing students' mathematical thinking ability. If the function y=mx2+nx+c is known, where a >；; 0, and f(x)-x=0, x 1, x2 satisfies 0.
References:
Gao Hongxia. Discussion on the teaching method of quadratic function in senior high school mathematics [J]. Research on solving problems in mathematical physics, 20 15( 1 1).
[2] Li Hongmei. Analysis on the solution of quadratic resolution function [J]. Gansu Education, 20 15( 19).
Mathematics graduation thesis reference model essay download 2
The Application of Information Technology in Senior High School Mathematics Teaching
In order to improve the teaching quality, enrich the teaching content of senior high school mathematics, integrate the original knowledge points and make students accept relevant knowledge more easily, this paper puts forward the application strategies of information technology in senior high school mathematics teaching: based on information technology, enrich the classroom teaching content; Optimize the teaching process with information technology as the fulcrum; Using information technology, let students form the habit of exploration.
Keywords: information technology; High school mathematics; teaching
The development of information technology in today's society has brought many changes to teaching, which not only makes teaching more efficient, but also makes teaching content colorful. Therefore, with the more and more extensive application of information technology in teaching, teachers should explore this teaching mode to effectively combine teaching materials with information technology in teaching. As long as the above contents are well done, high school mathematics and information technology can be organically combined to promote the all-round development of mathematics teaching. On the other hand, information technology also enriches the classroom content from another angle, allowing students to contact and understand the relevant knowledge and content in mathematics from more aspects. Let students form the habit of thinking in many ways and let the spirit of innovation sprout in their hearts.
First, based on information technology, enrich classroom teaching content
Learning is a very boring thing, and the motivation of students' learning is their interest in exploring the unknown. This is especially true for high school mathematics, because mathematics is a theoretical subject, so in the process of learning, it will definitely involve some more abstract knowledge. For these abstract knowledge, students will have some difficulty in learning, which will affect their enthusiasm for learning. So how can teachers alleviate and change this situation in the face of high school mathematics learning? At present, a better way is to combine mathematics teaching with information technology, and use the diversity of information technology and the ability to obtain rich content to provide students with more and better information content for students to understand and learn. Multimedia can integrate sounds, pictures and even videos, and present abstract knowledge in mathematics to students in a stereoscopic and intuitive way. And in order to stimulate students' interest in learning, in addition, teachers can use information technology to make the course more layered, so that students can reduce fatigue in the learning process. For example, when teachers explain various function curves and their characteristics, they can use multimedia animation to show students relevant function knowledge. Through intuitive performance, students can easily understand the images corresponding to various functions and related changes, and will be more skilled in using this knowledge in the later learning process.
Second, optimize the teaching process with information technology as the fulcrum.
Mathematics is a natural science, and its theories all come from the life around us. Therefore, in the teaching process, teachers should constantly introduce examples according to what they have learned, so that students can better understand what they have learned. High school textbooks are rich in theoretical knowledge, but lack of examples. Then it is difficult for students to understand these boring theorems and formulas when they study. This is because the teaching materials ignore students' learning ability and are too theoretical, so teachers need to take advantage of multimedia to collect some examples of practical application of mathematics knowledge for students, so that students can understand and master the rules. This will help to cultivate students' thinking and abstract ability, and help them to solve problems clearly in the future. For example, when learning the knowledge of probability, it is difficult for students to think of things related to life. Teachers can collect some things like slot machines, lottery tickets and even other gambling in life for students to understand. Then lead students to calculate according to their rules, so that students can understand the application of probability knowledge in life and realize the disadvantages of gambling.
Third, using information technology, let students develop the habit of inquiry.
Learning is not a task given to students by teachers, but everyone's own business. As the master of learning, students should play a leading role in learning. In daily study, because the content is boring and the logical thinking is too strong, students will lose their interest and motivation in learning. Correct teaching should be the correct guidance of teachers, so that students can learn freely driven by curiosity and interest and fully satisfy their hobbies. Only in this way can they give full play to their subjective initiative. The application of information technology in high school mathematics is to build a platform for students, so that students can better access to a large number of mathematical knowledge and concepts. At the same time, on the Internet, various high-quality teaching videos abound. If students have questions about a certain knowledge point, they can check it online at any time. This is very helpful for exploring and mastering knowledge. In addition, taking advantage of information technology and network, students can develop good hands-on and brain habits in the process of inquiring information and questions, instead of relying solely on teachers to answer questions, they can learn to try to find answers in their own way, which promotes students' independent inquiry ability. At the same time, because the conclusion is drawn by the students themselves, the impression is naturally very deep. In a word, the application of information technology in high school mathematics teaching is a multi-purpose thing, which can not only change the boring teaching environment of high school mathematics, but also fully mobilize students' enthusiasm for learning, so that students can learn more extensive information and other knowledge while studying, encourage students to explore problems independently, improve their ability of using their hands and brains, and also improve the teaching quality.
References:
Chen Zhiwei, Tang Dongmei. Literature Review on the Application of Information Technology in Senior High School Mathematics Teaching [J]. Computer Knowledge and Technology, 2016 (18):106-108.
[2] Fu. On the Necessity of Effective Integration of Information Technology and Senior High School Mathematics Teaching [J]. Science and Technology Innovation Herald, 201(35):163.
[3] Wang Jichun. Integrating resources across time and space: the effective integration of information technology and high school mathematics teaching [J]. China Educational Technology Equipment, 201(31):135-136.
[4] Cui Zhi. Analysis on the application of information technology in senior high school mathematics teaching under the background of new curriculum standard [J]. China off-campus education, 20 14( 10):93.
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