Research On The Application Of ACT-R Theory In The Teaching Of Function Concept In Senior High School

Function is the key and difficult point of high school mathematics learning.The idea of function runs through the whole high school mathematics course.It is also the basic idea that students should have in learning advanced mathematics in the future,and the concept of function is the basis of function thought,so for high school students,to understand and master the concept of function for the whole high school mathematics learning and future development has the extremely vital significance.Although students have learned the concept of function in the junior high school stage and have a certain knowledge base,there are great differences in the definition of function in junior and senior high school.Compared with junior high school stage,the concept of function in senior high school has a higher abstraction,and the knowledge points involved are more complicated,which is difficult for students who have just entered high school to understand.Adaptive Control of Thought-Rational theory explains the complex learning process of human beings from simple cognitive activities,and usually takes mathematics learning as the research object,which is of great significance for guiding teachers' teaching and students' learning.We can try to combine this theory with the teaching of function concept in senior high school,put forward relevant teaching principles and teaching strategies,and carry out teaching design and teaching practice.The research methods used in this paper include literature analysis method,interview method and questionnaire survey method,and the research process and results obtained mainly include:Firstly,before the class,through literature analysis and interview investigation,the present teaching status of function concept in senior high school was understood;Through the method of questionnaire survey,the pre-class investigation of "senior one students' grasp of the concept of function" was carried out to understand the foundation and difficulties of senior one students' learning the concept of function.Secondly,the Adaptive Control of Thought-Rational theory was integrated into the teaching of function concept in senior high school,and three principles of Adaptive Control of Thought-Rational theory guiding the teaching of function concept in senior high school were summarized: the principle of layering objectives,the principle of active interaction between teachers and students,the principle of integrity of teaching process,and the corresponding teaching strategies were put forward for each link of teaching design,including the strategy of setting teaching objectives,the strategy of introducing new lesson,the strategy of exploring new knowledge,the strategy of mastering new knowledge,and the strategy of reflection and summary.Thirdly,The teaching design was compiled,the above teaching principles and teaching strategies were applied in it,and the teaching process of function concept was designed into three stages and five links.The three stages were: declarative stage,procedural stage and reflective feedback stage.The five links were: awakening experience,setting doubt introduction;examples modeling,forming concept;discussion and exploration,deepening concept;analysing examples,consolidating application;reflection and feedback.Fourthly,The teaching practice was carried out,and the effectiveness of Adaptive Control of Thought-Rational theory in guiding the teaching of functional concepts in senior high schools was tested through the investigation and analysis of the teaching effect.