Research On Teaching Design Of Index Function Based On APOS Theory

The exponential function is the first function of high school students entering high school life,and in real life the exponential function is also a very important function.It is very meaningful to study the concept of exponential function and its model.The abstraction of the exponential function determines the difficulty of teaching and learning.It is difficult for the teachers to understand the essence of the exponential function concept in the teaching process,which makes the exponential function concept teaching become the difficulty in the teaching of exponential function.This study makes the exponential function concept teaching concrete,so that the teaching effect is improved.In this paper,we study the exponential function of A-level compulsory version of A,and combine the concept of exponential function with APOS theory.We mainly study the conceptual design of exponential function under APOS theory.It is concluded that the instructional design of the concept of exponential function under APOS theory should divide the exponential function concept teaching design into four stages according to APOS theory,following the principle of holistic teaching design,the clarity of target and the principle of independent inquiry,Namely the operation phase,the process stage,the object stage,the schema stage.On the basis of the implementation of the teaching design and the analysis of the effect,it is concluded that the conceptual design of the exponential function under the APOS theory is in line with the law of students 'physical and mental development,and the learning effect is obvious.In particular,the operation stage and the activity stage raise the students' interest in learning,Break through the difficulties,so that students in the study of active learning knowledge.This study can provide a reference for the first-line teachers in the teaching design,and promote the teachers to study the mathematics teaching design,so as to promote the comprehensive improvement of the quality of mathematics teaching.