| For students,the introduction of mathematical concepts is very important,because it is crucial for their subsequent understanding and application of concepts so it is particularly important to choose the appropriate way of introducing concepts.The concept of quadratic function is an abstract and difficult concept in junior middle school mathematics.By referring to relevant literature and consulting the opinions of teaching and research staff,it is concluded that most teachers adopt two kinds of introduction methods when teaching "the concept of quadratic function" : introduction of practical problems and introduction of old knowledge by analogy.The introduction of practical problems is through several problems of the quadratic function in real life,listing the function formula,induction of the concept of quadratic function;The introduction of old knowledge by analogy is to understand the meaning of "secondary" in primary function by reviewing the concept,expression and image of primary function,and to obtain the concept of quadratic function by analogy.Through comparative experiments,this paper studies the influence of two different introduction methods on students' learning quality of mathematical concepts.There are two research questions :(1)is there a significant difference in the quality of students' concept learning when two different concept introduction methods are used?(2)Are there significant differences in the quality of concept learning among students with different academic levels,whether they participate in extracurricular tutoring or not,and between students of different genders in the teaching of two different concept introduction methods? To solve the above research problems,first of all,literature analysis was used to consult relevant literature,then determine the two introduction methods,formulate the teaching design,consult the opinions of front-line teachers for modification and improvement.Next,the experimental method was used to carry out the research.The two classes respectively adopted the teaching process of introducing practical problems and the teaching process of introducing old knowledge by analogy to carry out the teaching,and carried out post-test after class.Finally,SPSS software was used to analyze the posttest data,judge the results of the research questions,and interview method was used to assist the analysis of experimental results.The results are as follows :(1)There is a significant difference in the quality of concept learning between the two classes with different concept introduction methods,and the difference effect is a medium effect.The concept learning quality of the students who adopt the teaching process of practical problem introduction is obviously higher than that of the students who adopt the teaching process of analogical old knowledge introduction.(2)For the intermediate group of students,there is a significant difference in the quality of students' concept learning,and the difference effect belongs to the large effect,and the concept learning quality of students who adopt the teaching method of practical problem introduction is significantly higher than that of students who adopt the teaching method of analog old knowledge introduction.For the other two groups,there was no difference in the quality of conceptual learning.(3)There is no significant difference between students who participate in extracurricular tutoring and students who do not participate in extracurricular tutoring.(4)There is no significant difference in the quality of concept learning between male and female students in the two different concept introduction methods.The teaching suggestions are as follows :(1)Attach importance to concept introduction design and choose appropriate introduction method;(2)Use scaffold teaching strategy to construct new and old knowledge network;(3)Endows concepts with practical meaning and reveals the essence of abstract concepts. |
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