Mathematics concept teaching strategy under the background of new curriculum and the practice

A history of mathematics, the use of enhanced understanding of the concept Abstract: "The high school mathematics curriculum standard" pointed out: in the high school mathematics teaching, we should pay attention to strengthen the understanding of basic concept and basic thought method and master.Of some core concept and basic thought methods throughout the course of the high school mathematics teaching to help students step by step to deepen understanding.New curriculum concept also pointed out that: high school mathematics curriculum should nature, efforts to reveal the development of the mathematical concept, rule, the conclusion and the nature.Mathematics curriculum to logical reasoning, therefore, should be more reasonable, through the analysis of typical examples and students independent exploration, make students understand math concepts and conclusion, the process of gradually formed the thinking method of experience contain among them, to pursue the development of mathematics history, convert the academic form of mathematics for students to accept education form.Concept teaching as the core of mathematics classroom teaching, must carry out the new teaching idea, causes the student to participate in a meaningful, both fresh produce mathematical concept, essence and deep understanding of the concept of formal, this is the basic mathematics concept teaching strategy.The author based on years of teaching practice, think mathematics concept teaching should grasp the following strategy.Curriculum emphasizes to clear the cause and effect of mathematical concepts, the introduction of the origin and development process of mathematical concept can stimulate interest in learning.And the history of mathematics teachers feel examination didn't test, although at that time to activate the classroom, but in math class "story telling" seems to be wrong, can have the effect of real suspect, let the students to do more than a few problem is smooth, in the process of problem solving to deepen the understanding of mathematical concepts.This idea has certain representativeness, for a long time to the influence of the exam-oriented education, teachers and students to drown in a stream, don't even know some basic mathematical history.Actually practice alone will not solve all problems, students also can't rely on problem solving and automatically achieve the understanding of mathematical concepts, properly introduce some mathematical concept of the origin and development of history of mathematics knowledge for students to understand concepts can have the effect of practice is not."Limit" concept, for example, although high school does not require students to learn, but in "derivative" chapter, this is the necessary knowledge, while students tend to be affected by daily life experience, many people will think "limit" is the "reach", many students are doing a lot of geometric series summation of infinite recursion shrinkage is still not clear after the title of the obtained S value is approximate or accurate value, and even a lot of students in university to study calculus, still doubt the integral area is accurate values.If direct tell students like this (use) limit