High School Teaching And Learning Of The Concept Of Derivative

In the new round of curriculum reform in high school mathematics teaching the concept of the derivative of the layout has been adjusted to show a new teaching ideas. The purpose of teaching materials adjusted to make the new materials to serve better the teachers and the students, then this part of the existing material adjustment feasible? How about the implementation? Beginning with the actual investigation ,this article through questionnaire, interview ,attending lecture explores the current situation of the derivatives teaching and studying .I hope that it can offer some practical basics for the mathematics curriculum reform in our country .This article views the existing relevant research ,and has three main purpose :1,The new curriculum standards and high school mathematics curriculum in secondary schools on the derivative of the comparative analysis of the concept of schedulingBy reference to the 1980, 1990, 1996, 2000, the secondary mathematics curriculum and in 2003 the "new high school mathematics curriculum st andards (experimental)" and the corresponding materials, the concept from the curriculum, curriculum objectives, teaching content and teaching requirements a comparative analysis of aspects come to the conclusion: the traditional secondary school mathematics curriculum to their students too stressed calculus a complete system, not fully taken into account the specificity of high school education and high school students of cognitive development law; In contrast, the new high school courses on the concept of derivative arrangements break with tradition to follow students to focus more on the cognitive and psychological development of the law of laws, greater emphasis on mathematical knowledge and real life and the links between subjects, is more conducive to the development of thinking ability of students and students of mathematics culture.The students'wrong understanding of the concept of derivatives.On the basis of investgating the students'texts and asking some students questions,we find the students' wrong understanding about the average rate of change,the instantaneous rate of change and the instantaneous velocity.