Study Concept Teaching Of Monotonic Function In High School

The function is a core concept in high school mathematics curriculum, monotonicfunction as a function of the first properties on subsequent function has irreplaceable functionand meaning of learning. Monotonic function teaching were discussed based on themonotonic function of the concept of "process",under the guidance of the study mathematicsconcept teaching theory, and combined with the high school students’ cognitive characteristicsand mathematics curriculum standard, contrasting teaching materials. In the view of thepresent monotonic function teaching problems, the corresponding teaching Suggestions andmonotonic function teaching design scheme was put forward.Firstly, through literature analysis, explained the meaning of mathematical concepts,classification of mathematical concepts, mathematical concepts characteristic; explore theconcept of learning styles and learning psychology course; based on the characteristics of thepsychological process of learning concepts and mathematical concepts form of mathematicalconcepts style, assimilation style, extended style to interpret the problem; and exploring thestrategies of mathematical concepts teaching.Secondly, analysis the characteristics of monotonic function and it is difficult to learnmonotonic function that is the stage of cognitive development of students’, studied thecurriculum standards for teaching monotonic function requirements, clear teaching objectivesshould strive to achieve; textbooks is the basis for teaching and learning, so teachingchoreography from the system and changes in the function of the old and new materials toanalyze the content of monotone monotonic function in order to be able to accurately graspthe difficulty of teaching, so that service for discussed monotonic function of the concept ofteaching later.Again, under the guidance of theory, analyzed the status of teaching the concept ofmonotonic function through methods of interviews investigate and case study, and founddeficiencies: focus on imparting his "results", ignoring the definition of inquiry "process", theanalysis the reason is that teachers do not have to "understand the concept of monotonic function " teaching center for the organization, mainly in the form of a single teacher tointroduce the concept, don’t pay attention to the concept of an independent inquiry and thestudents construct the concept, don’t pay attention to the nature of the method of infiltrationstudy of the function.On the basis of all the previous work, explores the concept teaching of monotonicfunction, putting forward teaching ideas monotonic function of teaching and specificsuggestions: Cleverly setting to explore issues; The diversity of teaching; The understandingof multiple perspectives concepts; Form the concept system, perfect the cognitive structure;Seepage mathematics thinking method. Finally, some conclusions to the wholedissertation are given, and further research directions are pointed out.