Research On Function Concept Teaching Design In High School Based On Question-Driven

The new curriculum standard requires that the core quality of mathematics subject should be cultivated in mathematics class,so as to improve students’ ability to discover and put forward problems,analyze and solve problems from the perspective of mathematics,and promote students’ all-round development.At present,the teaching of function concept in high school attaches importance to "acquiring" knowledge by brushing questions,while ignoring the knowledge essence,development history and ideological connotation of function concept."Function" is one of the most core concepts in high school mathematics,and a good carrier for cultivating students’ core qualities such as mathematical abstraction and mathematical operation,but it is limited to the high abstraction and complexity of function concept in high school.When learning the concept of function,students often fail to understand the concept content and go deep into the essence of knowledge.Meanwhile,teachers fail to reveal the knowledge essence of the concept of function in classroom teaching,and fail to reflect the development and integrity of the knowledge of function.Therefore,the author carries out the research of function concept teaching design in high school based on the problem-driven theory.In this paper,literature analysis is used to sort out the concept of problem-driven classroom teaching,the development of function concept and the research status of function concept teaching.In the form of questionnaires and interviews,to understand students’ learning of the concept of function in high school,students’ favored classroom teaching forms,teachers’ teaching of the concept of function and teachers’ views on the concept of function teaching;According to the guidance of the problem-driven concept,combined with the analysis of questionnaires and interviews between teachers and students,the historical development of the concept of function and the analysis of the teaching content of the concept of function in senior high school,the strategies and ideas of the teaching design of the concept of function are determined,and the two sections of "the concept of function" and "the basic nature of monotonic function" are selected for the teaching design.Finally,the concept of function is used to carry out classroom teaching practice and test the effectiveness of teaching design and teaching concept.Firstly,the students’ learning of the concept of function in senior high school is as follows:(1)The cognition of the value of function learning is superficial,and they simply think that it is just the need of cultivating thinking,solving problems and taking examinations;(2)To the essence of the concept of function,the understanding of the function remains at the level of "analytic expression";(3)The "necessity" of learning the concept of function again in high school is not quite understood,only know is the supplement and perfection of the concept of function in middle school,but do not know the specific significance;(4)The development of the concept of function is not very clear,the understanding of the historical development of the concept of function is almost blank;(5)It is difficult to learn the concept of function,and there is a paradox that "there is difficulty in understanding the concept,but it does not affect the problem solving".Second,the interviews with teachers mainly have the following conclusions:(1)Teachers lack of understanding of the role of "grasping the core content of teaching from the perspective of knowledge itself and knowledge development",and most teachers locate the core content of teaching from the perspective of problem solving application;(2)Lack of ability to examine the concept of function teaching from the perspective of development,lack of the essence of function and the "necessity" of learning function again in high school exploration.Third,for the essence of the concept of function in high school,it can be considered as the "single value correspondence" between "non-empty number sets".Fourthly,the concept of high school function is more general and strict,which is why high school students learn the concept of function again.The specific performance is as follows:(1)The definition of high school function can strictly describe the nature of function;(2)High definition of function can extend the research scope of function;(3)The definition of high school function can expand the research method of function.Fifth,the teaching of function concept in high school under the guidance of problem-driven classroom teaching concept can stimulate students’ interest in learning,promote students’ understanding of the nature of function concept,improve students’ participation in classroom thinking,and optimize the teaching of function concept in high school.