Practical Research On The Concept Teaching Of Senior One Function Based On ACT-R Theory

Function is among the first few chapters in the mathematics curriculum when students begin their study in senior high school,and it is a thread running through the whole senior high school mathematics curse.Therefore,getting a good start in learning functions will help the students develop their interest in learning mathematics.However,as the concept of function is relatively abstract for current cognitive levels of freshmen in senior high schools,most students have difficulty in understanding it,Therefore,optimizing the teaching processes of the basic concepts of functions has become an urgent problem in math class for the first grade of senior high school.Although many scholars have done a lot of research on optimizing the teaching of function concept,the feedback is not ideal in actual teaching,reflected by many front line teachers.In order to let the freshmen of senior high schools understand the concept of function thoroughly,we explores the optimization in teaching concept in senior high school again based on the adaptive control of thought-rational Adaptive Control of Thought-Rational theory.Adaptive Control of Thought-Rational theory is also called simple cognitive theory,which simplifies complex problems into a series of small targets.In order to apply the Adaptive Control of Thought-Rational theory in the practical teaching of function concept in Senior Grade One,we read a large number of documents about Adaptive Control of ThoughtRational theory as the theoretical basis as the first step.Secondly,we investigate the present situation of the teaching of the function concept in Senior Grade One,through questionnaires and interviews,Thirdly,combining the survey results with Adaptive Control of ThoughtRational theory,a teaching design was made to lecture the function concept in the first chapter of the compulsory course of Peoples Education Edition in an experiment.Two classes with comparable grades are selected,namely the experimental class and the control classMath teachers of the two classes use the teaching design based on Adaptive Control of Thought-Rational theory and the traditional teaching mode respectively in the introduction of function concept for an experimental session of two months.Finally,the effect of the teaching practice guided by Adaptive Control of Thought-Rational theory is checked through the comparison of the scores of test papers answered by the experimental class and the control class before and after the experiment,as well as the analysis of the post-test questionnaire and the supplement of interviews.Major findings of this study are as follows:(1)We find out the existing problems in the teaching of function concepts in Senior Grade One.(2)We presented a teaching design modelbased on ACT-R theory.That is to say,the learning of Adaptive Control of Thought-Rational theory is based on the four modules in the target level.(3)It is found that applying using Adaptive Control of Thought-Rational theory in the teaching of function can help students' interest in learning and mathematics achievement.(4)It is found that the teaching of the function concept guided by Adaptive Control of Thought-Rational theory in the first grade in senior high schools is helpful to improve the knowledge and skills of teaching objectives,but not to improve the process and methods of teaching objectives and the values of emotional attitudes and attitudes.