高中数学教学随笔3（High school mathematics teaching essay 3）.docVIP

高中数学教学随笔3（High school mathematics teaching essay 3） Beijing fiftieth middle school Sun Mengmeng Time passes very quickly., since I have been working for eight years. In these eight years, I have been engaged in high school mathematics teaching. In a round of small cycles, I am constantly accumulating experience. However, when I taught this class of senior students, I suddenly felt that in the face of high school mathematics learning, for a long time, students eyes were full of vacant, they are so inappropriate. As a math teacher, I also feel that my teaching is facing unprecedented difficulties. The solution of inequality teaching needs the multiplication of the cross in the factorization, which is the basis, but some students do not do it at all. Such examples abound. Ive been puzzling and thinking...... Until the district organized the listening activities, I was lucky enough to hear a few junior high school backbone teachers observation class, so that I have a better understanding of the convergence of mathematics teaching in junior high school. First, students do not adapt to the reasons for high school mathematics learning 1., the comparison of teaching materials: more content and abstract, logical. First, junior high school mathematics textbooks for the constant popularity, few and simple questions; junior high school textbook emphasis on the set of real numbers in the operation, the lack of strict definition of the concept or definition of the concept is not complete, such as the function definition is so; no strict demonstration of many mathematical theorems, such as inequality so many properties processing of materials; the slope is relatively slow, intuitive, are equipped with adequate examples and exercises for each concept. High school textbooks from the knowledge content is increasing the overall number of junior high school; focus on logic in knowledge representation, and the process of contact, in the language of mathematics in the abstract degree of