| High school function knowledge plays an important role.But the situation of high school function teaching and learning is not ideal.In order to improve the current situation of high school function teaching,it is necessary to study the high school function teaching.Considering that students' mastery of the content of functions in the first grade of senior high school basically determines their construction degree of high school function knowledge and cognition degree of high school function thinking method,so this paper mainly discusses how to effectively implement the function teaching of Grade One in senior high school.To some extent,the knowledge of functions examined in the College Entrance Examination is one of the key conductors of the teaching of functions of Grade One in senior high school.In order to clarify the key content of the function in the first grade of senior high school,this paper conducts a research on the function teaching of Grade One in senior high school based on the college entrance examination.This study is divided into three aspects:(1)what to teach(the content of teaching);(2)the present situation of functional learning and teaching in the first grade of senior high school(problems in learning and teaching);(3)how to teach(teaching strategies).This study adopts the methods of literature research,questionnaire survey and action research.Through reading references,the research results on core literacy,core mathematical literacy and high school function are sorted out,and the essence of them is selected,besides their shortcomings are found out.In addition,relevant teaching theories are sorted out and illustrated with examples.This paper analyzes the function test questions of college entrance examination in recent five years,and makes it clear that the key contents of function teaching in the first grade of senior high school are the parity of functions,monotony of functions,the image and properties of exponential function,logarithmic function and power function,especially simple applications of monotony,such as comparison of size,inequality solution,judgment of monotone interval,definition of zero point of function,judgment of the number of zero points,and the trigonometricfunction's graph,monotone interval,period and maximum value.Through the questionnaire survey,the main problems in function learning and teaching in high school are found.(1)Teachers attach importance to the leading role of their own,ignoring the main status of students so that students accept the study mechanically and grasp the basic knowledge not firmly.(2)Teachers pay more attention to the learning result than the process,and students have little time to construct knowledge and think.(3)Teachers focus on teaching progress while light knowledge summary,and students do not know the key so that they easy to forget the knowledge.(4)Teachers attach more importance to problem solving than reflection,and students are numb to do the problem,so for them the solution train of thought are not clear.(5)Teachers pay more attention to classroom teaching than students' psychology,and students are easy to lose confidence in learning function.Basing on the combination of investigation and theory,the teaching strategies of function in the first grade of senior high school are initially constructed.(1)Teachers should attach importance to the introduction of functional knowledge and promote students' meaningful learning.(2)Teachers should pay attention to guide the process of constructing students' functional knowledge and establish a supportive classroom atmosphere.This strategy includes the following four suggestions.(1)Teachers should raise necessary,enlightening and progressive questions and provide time for students to think.(2)For the teaching of basic elementary function's images and properties,teachers should implement the process from special to general and make full use of information technology.(3)Teachers should set up the scaffolding properly for the student,and guide them to understand the abstract function knowledge step by step.(4)Teachers need guide students to integrate the received function knowledge,grasp the key content,and strengthen the connection between function knowledge.(3)Teachers are supposed to strengthen the analysis of problem-solving ideas and lead students to form the habit of reflection after solving problems.(4)Teach students to learn "thought".(5)Pay attention to the psychology of students' learning function. |
