Research On Teaching Of Derivative Of High School In APOS Theory

With the advance of a new round of Mathematics Curriculum Reform the numberof mathematics knowledge points in high school is increasing and the number of classhours is relatively decreasing,thus, how to complete the teaching tasks within thelimited class hours has become an important topic in the research of mathematicsteaching.This paper focusing on the subject from an empirical perspective uses theexperiment that deploys APOS theory to guide the Derivative teaching of high schoolto demonstrate that the APOS theory has an influence on improving class efficiencyand the overall development of students.In this paper, the literature, interview, questionnaire and educational experimentare put into use. This research is divided into the following sections. The section oneis to introduce the APOS theory、the basis of APOS theory and the essence ofepistemology and to demonstrates the necessity and feasibility of deploying theAPOS theory to guide the derivative teaching in High School,meanwhile,comparingthe new teaching model under the guidance of APOS theory with the traditionalteaching model, which make the theory become further popularized, simplistic,,thusthe theory can be used in the class teaching of High School.The section two is aboutthe study of derivative teaching in High School. The in-depth research of derivativeon the materials, the conventional teaching methods are conducted in order tounderstand the needed details of classroom teaching of high school derivative byobserving teachers’ classroom, then to deploy the APOS theory to make ClassInstructional Design. The section three is about the experimental validation study ofthe derivative teaching with the guidance of APOS theory. The Experimental classuses the instructional design of the APOS theory to teach while The Control class usesthe conventional instructional design to teach, after a period of teaching, the twoclasses are tested, and then uses SPSS software to analyze the collected test scores inorder to verify the three issues assumed before the experiment.①to improvestudents’ mathematics achievement②to improve the efficiency of class teaching③to promote good development of the students’ non-cognitive factors. The section fouris to get a conclusion by analyzing the experimental data, then put forward the teaching suggestions and find out the inadequacy and subsequent direction ofdevelopment about the research.This research was supported by three conclusions. Firstly, the teaching modelunder the guidance of APOS theory improves students’ mathematicsachievement.Secondly,the teaching model under the guidance of APOS theoryimproves the efficiency of mathematics class teaching. Thirdly, the teaching modelunder the guidance of APOS theory promotes the good development of the students’non-cognitive factors.