1. The ability of test investigations to cultivate students to use mathematical knowledge analysis and solve practical problems have become one of the important tasks of math teaching in high schools, and how to cultivate this ability is also the focus of middle school math teaching. In recent years, the middle school students 'mathematical knowledge application competition launched in Beijing, Shanghai and other places provide an effective way to cultivate students' ability to solve practical problems. The purpose of our test survey is to understand the status quo of the application of mathematics knowledge in Tianjin's high school students in order to provide more reliable information for the development of mathematical modeling teaching in Tianjin. 2. Test Survey Object Test Survey Objects are a teaching class in a key middle school in Tianjin, 45 people in a high school. The student's mathematical foundation is better. The mid-examination mathematics results before entering school are divided into 114 points (full score 120 points). 3. The test survey is first used in written test methods to complete the three simple mathematical modeling problems in 45 minutes; secondly, the teacher analyzes the test paper in the classroom and explains the basic content of mathematical modeling, including mathematical modeling, mathematics construction The process of mode, common method of mathematical modeling, etc .; finally listened to the students' reflection. 4. Test questions (1) A acquisition station is divided into two levels of wheat, and the first wheat is a Yuan, the second wheat is b. (B 6. Thinking and Recommendation (1) Although the teaching of junior high school mathematics application has achieved certain results, the training of mathematical modeling capabilities in high school stages is urgently needed to have a common mathematical application: the conditions are clear and accurate, there are not many, conclusions The only way to determine, the midth of the original question is simple, and the solution has rarely needs students to think in line with the actual, whether it is necessary to further adjust and modify existing models. And these points are the "highlights" of the general mathematical modeling process. The mathematical modeling problem is indeed part of the application, but the scope covered by mathematical modeling is much larger. Mathematical modeling problems are often issues in non-mathematics. The mathematical modeling process is more highlighted as an analysis, assumption, abstract mathematical processing process; mathematical tools, methods, model selection and use of models; , Verification, re-analysis, modification assumption, and then solve the iterative process, etc. As can be seen from Table 2, the first question and the second question are high, and the number of people who have a total score is also more. This is because the first question and the second question are similar to a common mathematical application. Although in solving these two problems, due to the difference in students, the mathematical model established is different. The conclusion also requires students to think about how to give compliance. The actual explanation, but its condition is clear and accurate, there are not many, the process of primitive problem mathematicalization is simple, this is similar to traditional mathematical application questions. Therefore, students can have a high high-profile teaching in the two issues, and the students have achieved certain results, and students have basically mastered the problem of math application questions. From Table 2, it can also see the third question of the score of the third question, the topic of 20 points, the average of students is 4.04 points, and only one person is full. This is because the third question is more close to mathematical modeling problem, and the rigid process of the original problem is complicated. There are many variables involved in the topic, the relationship is complex, which has a certain difficult problem to understand the problem. Students have a difference in this question that although the high school students have a certain ability to solve the problem, their mathematical modeling capacity is still in low levels, and it is urgent to improve the teaching of high school mathematics. This can also be seen from Table 1 that the average of the mathematical modeling test volume is divided into 45.8 points, this result is much lower than the 50 points, and they are 95 points in the middle school entrance examination, and 100 points Only 5 points (for more convenient, we convert the scores into a percent system). (2) Mathematical modeling can improve the students 'interest in listening to the students' reflection, we found that 42.22% of students are very interested in mathematical modeling, 46.67% of students are more interested in mathematical modeling, and different The degree promotion of their learning for mathematics and other courses. Some students say: "Mathematics originated in life, life relies on mathematics, I like to use the knowledge you have learned in the classroom in life"; some students say: "The topic of usual is stronger, the actuality is more Weak questions are discussions in idealization, and mathematical modeling issues are close to life, full of fun, we are willing to study such problems; "said students say:" Mathematical modeling makes me feel more deeply To mathematics and actual contacts, the extensive mathematical problems have enabled us to understand the importance of mathematics, and we also pay more attention to practical applications. " Indeed, mathematical modeling extends the mathematical knowledge in the class to the actual life, presented to the students a colorful mathematics world. Mathematical modeling issues such as positive polygonal dense flies, mobile phone payment, etc. are close to real life, have strong interest, students are easy to interested, this interest can stimulate students to learn mathematics.
