Investigation And Teaching Strategies Of High School Students’ Function Learning

Function is one of the center part of high school mathematics curriculum and we can find it not only in basic elementary function but also derivative. The relationship between high school mathematics and function are inseparable. Function is closely linked with both equations and inequalities, even three-dimensional geometry and solid geometry. Therefore,learning function well is the important foundation of further learning mathematics.In the university entrance exam, function is a considerable proportion of the math test paper. Its form is various and comprehensive, including broad knowledge. It focus on number form combination, transformation and transforming, and discussing classification function. It is hard to get good grades, unless students have learned function well.In Senior One of high school, students start to learn function. Whether the students can master the basic knowledge of function will influence the math learning for students in the future. We try to find out the problems in learning function for Senior One students and adjust the teaching targeted and strategy timely in order to improve the teaching result.The first part includes the research background, purpose, significance. It also includes research status at home and abroad and the research train of thought and method for students and teachers.The second part, the author defines the category of Senior One students’ learning function, only research function knowledge in Compulsory One. The paper Illustrates the questionnaire investigation intentions for the test volume and explain the samples. Statistical investigations, which are diagrams, are done on three factors of non intelligence factors and five aspects of the function of knowledgeFinally, the paper analyzing on seven aspects : never paying attention to considering the domain of a function; a high degree of abstraction of the concept of function; not solid basic knowledge; the differences between function learning method of the junior middle school and that of the senior high school; the different teaching methods for function between junior middle school and senior high school; not good convergence between junior and senior high school knowledge.In the third part, in view of the causes for students learning function difficult, theadjusting direction of the teaching strategy and improved methods are given. The specific measures are: finding out the student original cognitive structure; using more multi variant practice to develop the students’ thinking; doing the early high school knowledge of cohesion;deepening function concept essence; emphasizing the infiltration of mathematical thought and method; paying attention to function model and its application in teaching.In the fourth part the author explains improving the teaching strategies influence the students’ learning function in four aspects. It deepens the students’ understanding of the concept of function; Students become more interested in function learning with more confidence gradually established, and show a very big change in class; Students began to actively use mathematical thinking to solve problems; Students form the good habits of mathematics study.