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Vector in the secondary school mathematics teaching and problem solving applied research
Author: YangGuoRong
Tutor: LiLi
School: Liaoning Normal University
Course: Subject Teaching
Keywords: Vector Secondary school teaching Problem-solving applications Investigation and analysis
CLC: G633.6
Type: Master's thesis
Year: 2011
Downloads: 220
Quote: 0
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Abstract
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Vector is the important concepts of modern mathematics, cultural value, educational value and practical value vector itself, has a wide range of applications in the production practice, elementary mathematics and mathematical point of convergence. This paper focus on the research vectors in teaching and problem solving, the prominent vector tool in high school mathematics. Article is starting from a basic understanding of the curriculum standards and learning theory, the first analysis of the history of the vector, to explore the need for high school introduced vector: learning the vector helps students feel the value of the application of mathematics; help students further understand the mathematical operations, development of computing power; help students master effective way to deal with geometric problems; help broaden the students' problem-solving ideas; conducive to convergence and higher education. The article goes on to collate the knowledge structure and the vector in teaching. Vector in the high school mathematics, problem solving application examples annotated detailed classification elaboration, covers the concept of vector and arithmetic, vector algebra, trigonometry, plane geometry, analytic geometry, solid geometry in several columns Application. By then the questionnaire the investigation and analysis of the status quo of the teaching and learning of high school vector. Questionnaire from the concept of vectors, vector operations and vector three survey high school student's mastery of the vector, in order to accurately understand the mastery of high school students vector applications, and propose targeted teaching improvements. This article through the survey, the following conclusions: some students feel learning vector abstract knowledge is difficult to understand; students understand the difference vector operations and several operations do not: students can not be expressed in a variety of vectors flexibility to convert between the methods low; students the vector concept application level, not the correct use the appropriate vector model reflects the number and location of the relationship. Finally, combine the research results, the following improvements on the teaching of current vector, expect to give future vectors teaching research to learn: the process of introducing the concept should be based on the knowledge of the students familiar background; through the use of counter-examples to deepen understanding of the concept; pay attention to highlight the key features of the concept of the teaching process, independent of control characteristics; vector operations to focus on the physical background, and the number of computing analogy, analogy geometric significance as well as a variety of representations of teaching; vectors application to emphasize vector as to solve practical problems and The role of mathematical tools.
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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Mathematics
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