Teaching Of Function In High Schools: From The Multiple Intelligence Theory

The forming of the concept of Function, which indicated the grand transition of thought way in Mathematics. The transition is from constant Mathematics to variableMathematics. And the application of function leads radical change in Mathematics. It mainly includes objects, theory, method and structure. When it come to the secondary Mathematics, function is important without doubt. It had been the ligament of secondary Mathematics, but at the same time it had also become one of the most difficult concepts.Multiple intelligence is one of the most famous educational psychology theories since the 1990s in western countries. It is one of the most famous educational psychology theories ever since. With the attention on the development of students' healthy personality by modern education and the well-known new course concept, multiple intelligence theory has now become the focus of attention.Based on the multiple intelligence theory, this paper explores how to train students' multiple intelligence during the classs in function teaching in high school. According to contents of function teaching in high school and students' characteristics, some teaching strategies have been made as follows: creating multiple situations to train students' language intelligence; Using multiple mathods to foster students' logical intelligence in maths; Making maths experiments to develop students' naturalist intelligence; Training the intelligence of students' view and space by using computeras an assistant tool for maths teaching; Encouraging students to work as groups to educate their cooperative consciousness and intelligence of team work;Arranging multiple exercises to train the students' self-cognitive ability.According to the current situation of maths teaching and based on new teaching concepts and demands for a reform of class teaching, in this paper such methods as case study, questionnaire, visiting and teaching case are used.After a period of practice, these teaching strategies come to a better result. compared with traditional teaching, students get more and more chances to get involved in maths class teaching, and students' initiative have been fully developed. Furthermore, their studying interest and self-confidence have been improved obviously.