Function Treaching Under The Theory Of Zone Of Proximate Development In Senior Middle School

On correctly handling the relationship between children development and children teaching, Lev Semenovich Vygotsky creatively puts forward the theory of Zone of Proximate Development. In this theory, Zone of Proximate Development refers to the gap between the real level of development and potential level of development in children. This theory points out the possibility in children development based on practice and testifies that teaching can promote development and should go in advance of development. Moreover, teachers should teach students in their best teaching epoch so that it can turn out good and effective. On creating students'Zones of Proximate Development in teaching, teachers can help students turn the new potential level of development into a new real level of development and stimulate students to make greater efforts and develop themselves step by step.Based on the theory of Zone of Proximate Development and combined with practical experience of teaching, this thesis colludes with some methods to identify Zone of Proximate Development and employs this theory to guide function teaching in senior middle school on researching on teaching and providing the teaching case in this thesis.In function teaching in senior middle school, teachers can uses methods to help students approach Zone of Proximate Development. Teachers can turn the learned knowledge into the new based on the characteristics of the positive transferring and sequential transferring of knowledge. They can make comparison and analogy. They can employ the arranged questions and suspensions. They can also arrange numbers with images and proceed from the easy to the difficult and from the particular to the general. During the process of function teaching, teachers can set questions, use variant practices and correct mistakes. By the interactions between teachers and students, it can help students think and explore further and make them foster the ability to conclude. This can help realize the leap over zone of proximate development and achieve the three-dimensional goals in new curriculum. Its integrated and innovative quality to raising a student, the innovation drive that develops a student and practice ability are having the special effect on students.The result of research on teaching indicate that mathematics teaching under the theory of Zone of Proximate Development can shorten the time when teachers teach and at the same time help students improve and achieve greater success in learning mathematics, especially for the students having average results in school. Teachers should indentify the zone of proximate development in students.In the end, combined with the theory of Zone of Proximate Development and teaching practice, this thesis makes revelations.