Teaching Research On Basic Elementary Functions(Ⅰ) Based On Multiple Representations

With the vigorous development of China’s economy and science and technology,the new era has put forward higher requirements for the quality of all citizens,and also attaches more importance to the quality of talent training.Basic elementary function(Ⅰ)refers to power function,exponential function and logarithm function.Power function,exponential function and logarithm function are not only the three key mathematical models for high school students to learn the concept and properties of functions,but also the most basic and widely used functions,which are the primary basis for in-depth study of mathematics.If teachers can properly apply mathematical multi-representations theory,it can help high school students to learn better.Based on the mathematical multi-representations theory,this paper explores the teaching research of basic elementary function(Ⅰ).Firstly,the literature related to mathematical multi-representations theory and the teaching of basic elementary function(Ⅰ)is collected.Through reading and sorting out,the research status is analyzed and summarized in detail,and the research objective,research content and research methods are determined(literature research method,investigation research method,teaching experiment method).Then,through interviews with front-line teachers,the teaching status of basic elementary function(Ⅰ)and the learning status of senior high school students are understood.Then we study the cognitive model of mathematical multi-representations learning,and summarize four teaching strategies for basic elementary function(Ⅰ)on the basis of mathematical multi-representations theory: create appropriate situation to arouse students’ interest;Display multiple representations to promote the construction of shallow codes;Independent cooperative inquiry to promote the construction of deep code;Self-summary and promotion promote the construction of integration code.Then three principles of teaching design are summarized: the principle of proximity,the principle of clarity and accuracy,and the principle of sensory parallelism.On the basis of the above cognitive model,teaching strategies and teaching design principles of mathematical multi-representations learning,teaching design is carried out,and two teaching design examples of "the concept of exponential function" and "the concept of logarithm" are given.Finally,a comparative teaching experiment was carried out on the two classes.At the end of the experiment,a questionnaire survey and a test were carried out on the students of the two classes,and a statistical analysis was made on their academic performance before and after the experiment.Finally,the practical effect of applying mathematical multi-representations theory to basic elementary function(Ⅰ)teaching is verified by statistical results and analysis of test results.Teaching can achieve three effects: arouse students’ interest in learning,reduce students’ cognitive load and improve students’ academic performance.