The Learning Differences And Teaching Research Of The Derivative In High School Students

In actual teaching, the student to study and application of derivative is not ideal, learning level and time. Including understanding of the concept of derivative, the application of derivative difficulties, students will only be calculated and cannot understand its true meaning, at the same time, at different stages of teachers of mathematics for teaching fixed number of year, the different levels of knowledge, understanding of the derivative knowledge teaching degree is different.To solve above problems, this paper mainly adopts literature research, interview method, questionnaire survey, classroom observation, from the view of student to study the difference of derivative teaching investigation research, find out the key factors that affect high school students derivative learning differences, and puts forward some rationalization Suggestions of teaching.This paper mainly studies the question is:(1) High school students in learning derivative knowledge students about different knowledge on the differences in understanding and learning.(2) High school mathematics teachers in derivative differences that exist in the teaching process.(3) Analysis and find out the factors influencing high school math derivative differences.(4) Suitable for derivative differential teaching rationalization proposal is put forward.The main conclusions are as follows:Factors that affect high school students derivative learning differences mainly have three, respectively is students’ own factors, the characteristics of the derivative knowledge itself, teacher’s teaching.Student own factor including the students’ mathematics learning motivation, learning interest, self-confidence, learning ability and learning style differences, etc. Derivative knowledge itself unique characteristics including derivative knowledge, asked the students to learn from static to dynamic, from discrete to continuous change. This allows students in the average rate of change, instantaneous velocity, the relationship between the derivative concept comprehension difficulties. Teachers’ teaching, high school teachers is not enough, concern for the student to study the difference of teaching methods comparison of the test. Teacher to the student mathematics study comparing single evaluation way.The main Suggestions as follows:(1) Teaching strategies to adapt to the high school students learning differences(2) Set the differentiation of the teaching contents and teaching target(3) Derivative teaching teachers should pay attention to the foundation, and train the students’ ability to use derivative knowledge(4) Teachers should improve their professional level, use a variety of teaching methods to complete the teaching content(5) Evaluation approach to diversity of students...