A Survey Of Junior High School Students’ Learning Of Quadratic Function

The "Mathematics Curriculum Standards for Compulsory Education(2022 Edition)" specifies that mathematics courses in the compulsory education stage should cultivate students’ core mathematical literacy.The study of quadratic function not only has important practical significance,but also can cultivate students’ key mathematical core literacy;And it also lays the foundation for high school learning.For junior high school students,it is a challenging task to understand the concept,analytic expression,image and nature of quadratic function,as well as its practical application.In the research results of quadratic function,there are very few studies combined with mathematical core literacy,and there are few teaching suggestions for teachers to use for reference based on mathematical core literacy.In order to give quadratic function teaching suggestions based on core literacy,this paper mainly studies the following questions: What is the overall situation of quadratic function teaching and learning for junior high school students? What is the specific performance of junior high school students in the four dimensions of "quadratic function concept","analytic expression","image and nature",and "practical application" ?Through combing the existing literature,this research divides the quadratic function into four dimensions-"quadratic function concept","analytic formula","image and nature",and "practical application".Taking four middle schools in Changli County,Qinhuangdao City as an example,students are surveyed and tested,and teachers are interviewed.The quantitative analysis of the current situation of teaching and learning of quadratic function shows that the overall situation of teaching and learning of quadratic function is that students lack basic knowledge when learning quadratic function,their ability to combine numbers with shapes is weak,their learning attitude is not active enough,and students generally think that quadratic function knowledge is difficult;Teachers neglect the construction process and students’ acceptance ability,and the drawing is not standardized enough,without much connection with actual life,resulting in a lack of sufficient exercise in students’ core literacy.The current situation of teaching and learning of quadratic function in four dimensions is that students’ understanding of the concept of quadratic function is only superficial,and the connection between different forms of quadratic function analytic expressions is confused.Students are good at mastering the nature of quadratic function,but they cannot skillfully use the idea of combining numbers with shapes to understand the nature of quadratic function.quadratic function has weak ability to examine problems in practical application,and they are afraid of the application of quadratic function.Based on this,how to build a dynamic quadratic function classroom on top of the core mathematical literacy,so that students can not only master relevant knowledge and skills,but also be able to give full play to their own potential while improving mathematical literacy,and put forward the following suggestions: create a situation to lead to the concept of function;Properly set up question strings to stimulate deep thinking;Choose appropriate problem-solving methods based on cognitive abilities;Overall learning of quadratic function unit based on big concept.