The Teaching Research Of Logarithmic Definition

Mathematics Curriculum Standard for Senior High School(2017Edition)has made clear stipulations about the teaching of logarithm definition: "grasp the definition of logarithm and the nature of operation,understand the historical background of the emergence and development of logarithm definition,and the role of logarithmic simplified operation." The logarithm is generally the content of the college entrance examination,Which is the difficult point of teaching.A survey of some front-line teachers showed that most Senior One students' understanding and mastery of logarithm definition is not ideal,fearing of difficulties when learning logarithm definition.Therefore,it is meaningful to study the teaching and learning of the logarithmic definition.From the cognitive and non-cognitive aspects,this paper reviews the difficult factors affecting logarithmic definition learning and the teaching research of logarithmic definition at home and abroad.Among them,the textbook analysis and teaching process of logarithmic definition teaching design are mainly studied in China,focusing on how to introduce new knowledge and deal with teaching difficulties and other issues.The advantages and improvements of these teaching designs are compared and analyzed.Thus,the experience of defining new instructional design for logarithm is accumulated.Based on the evaluation framework of Yang Jun and Wang Guangming,and under the guidance of experts and so on,we authorized the “Logarithmic test paper” with Cronbach's Alpha coefficient of 0.785 and “The questionnaire of non-cognitive factors of learning logarithm definition” with a Cronbach's alpha coefficient of 0.920.A total of 420 high school students in Chengdu and Neijiang were tested with“logarithmic test paper”.Statistical analysis was carried out with Excel and SPSS22.0software,and it was found that the test results were basically in accordance with normal distribution.It is concluded that the overall mastery of logarithm definition is not ideal,and both schools.There are obvious differences in students' test results at different classlevels.On this basis,the teaching of logarithmic definition should pay attention to the basis and teach students according to their aptitude.Taking “ The questionnaire of non-cognitive factors of learning logarithm definition”the as a test tool,the above subjects were also investigated,and the statistical analysis showed that the non-cognitive test of logarithmic definition learning in effective samples is at low degree of conformity,Learning showed a weak motivation,accompanied by mild learning anxiety and so on.According to the enlightenment of the investigation,the mathematics teachers of the subjects were interviewed,in order to absorb their teaching experience and prepare for writing a new teaching design of logarithmic definition.Combining with the enlightenment of literature review and investigation,after absorbing the advice of experts and teachers of first-line middle school,we have done three teaching designs of "logarithmic definition" on the basis of advanced organizer strategy,HPM theory,mathematics core accomplishment,and so on,and through the interview to these three teaching designs to carry on the comparative research.