Analysis Of Teaching And Learning Of Derivative In Senior High School

Derivative not only plays an important role in calculus,but also plays an important role in People's Daily life.In the course reform in recent years,the knowledge points of senior high school mathematics derivative content have been greatly adjusted,and the course setting is also more conducive to the independent exploration,reflection practice,practice and application of senior high school students.Derivative is the most basic tool to deal with the change of function,extreme value,maximum value,life optimization problems,etc.Therefore,to learn well and thoroughly this chapter will lay a solid foundation for high school students to have a deeper understanding of high school mathematics.This paper mainly studies the learning attitude and state of derivatives of senior high school students when learning derivatives,the problems that teachers have in teaching and how teachers should teach.Since the beginning of the new curriculum reform in 2003,derivative has become one of the knowledge points required for the college entrance examination.In 2013,China revised the new curriculum standard based on the experimental version of the new curriculum standard.In 2017,the Mathematics Curriculum Standard for Ordinary Senior High School(Revised)was promulgated,and further made new provisions on the requirements of derivative.Therefore,it is of certain significance to study the teaching situation of derivative and the learning situation of students.In terms of academic value,this paper mainly applies constructivism learning theory,cognitivism learning theory and the new curriculum standard to provide suggestions for teachers and students.From the perspective of practical application,derivative is the main connection between elementary mathematics education and higher mathematics education,which lays a good foundation for the subsequent mathematics learning.This article mainly USES the method of literature review and questionnaire investigation,first in terms of literature review,this paper summarizes the domestic and foreign relevant derivative paper,on the basis of teaching and learning for students to master the derivative knowledge difficult reason carried on the thorough discussion,the main factors influencing the students master the derivative difficulties are: students' cognitive imbalance in derivative definition,students have no interest in derivative,the student will not guide Number theory is applied to life.At the same time,teachers in teaching: do not pay attention to the role of new curriculum standards,ignore the role of mathematical culture,do not make full use of information technology,lack of communication with students and teaching method is too traditional,in view of the above shortcomings,put forward corresponding teaching suggestions and learning suggestions.Secondly,on the questionnaire,teachers and students were investigated in detail.In terms of teachers,it mainly investigated teachers' understanding of the importance of derivative teaching,their understanding of the curriculum standard,their understanding of the convergence of derivatives in elementary mathematics and higher mathematics,and their understanding of the difficulties in derivative teaching and derivative teaching methods.Students mainly investigate students' understanding of the emotion and attitude of derivative,the degree of difficulty of derivative,the learning method of derivative,the teaching method of teachers,the understanding of mathematical culture and the importance of derivative learning.According to the teaching situation of teachers,teaching strategies are provided for teachers.The innovation of this paper is mainly based on the investigation and analysis of students and teachers,and the suggestions and teaching strategies are combined with the new curriculum standards,which conform to the teaching laws of teachers and the cognitive development laws of students' learning.