Investigation And Research On Teaching Status Of Function Concept In One Year Of High School

Function is a vital part of math in senior high school. It is also an essential and difficult part in math in senior high school. During the new curriculum reform and under the guidance of the APOS Theory, the writer investigated it with the document method, the questionnaire method and the interviewing method etc, aiming to analyze some problems existing in teaching and thus put forward some practical and efficient measures to improve teaching. The writer expects that it can provide some experience in teaching function concept in developing the student’s concept of function.The writer carried out a spot check on present situation of teaching concept in Senior1in Jiangsu Jinhu Middle School in2013at random. There are3experimental classes and3ordinary classes of18classes. The writer found that there exist many bad phenomena in studying. To begin with, the students in Senior1feel concrete and no interest in studying function concept. They study in improper ways as well. In additional, they have little knowledge of function concept. Moreover, they cannot use it flexibly. Furthermore, they are poor in explaining, understanding and using symbol language of function. Last but not least, they don’t do well in using function to solve the problem in real situation.The writer found that there are many teaching aspects affecting the teaching of function concept by interviewing10teachers as well as observing the real lessons in Senior1. They’re as followings. To begin with, teachers do not have a through understanding of teaching materials in junior high school. Besides, teachers do not attach importance to the teaching of function concept. Thirdly, teachers have no new theories of the teaching function concept. Eventually, teaching in class is not efficient and effective. We can see them in6parts. Teachers overemphasize the account of definition, and thus teach the students word by word, which result in neglecting the background of function let alone paying attention to situational introduction. Additionally, there is more exercise and it is a bit difficult for students to solve them. Furthermore, it is not at a proper time to ask questions and ask for feedbacks due to bad strategies. Moreover, teachers control students thinking. Finally, they seldom have a summary before the class is over.According to the result of the survey, the writer strongly recommends that teachers should design the teaching by using constructionism teaching viewpoint and make the most of the APOS Theory to organize the teaching and carry out the teaching according to the cognitive psychology and the rules of study and activities of students.