Multimedia-assisted Instruction In The Teaching Of Function In Senior High Middle School

The teaching of function is in a vulnerable position in the teaching of mathematics in senior high middle school of China, which is reflected in student's perplexities on its figure, quality and implication of function. While the development of multimedia-assisted instruction in China compensates for this deficiency. That is the reason for the present author to fix on the research objective in this paper.The author conducts alternative experiment selectively on parts of the content of function, with two classes as the participants. Specifically, in class A, multimedia-assisted instruction is applied to the teaching of index function, and traditional methodology is adopted to teach log function; while in class B, traditional methodology is adopted in the teaching of index function and multimedia-assisted instruction is applied in the teaching of log function. Before experiment, related investigation and interview on function are conducted and after the experiment, a test on the result of teaching of the two teaching methods is carried out and analyzed.Senior 1 students in ZhenNing ethnic middle school are the participants of the present study and the aim of the study is to see whether there is obvious difference on their understanding and cognizance with different methodologies. The result shows that students in county town are easier to accept the way of multimedia-assisted instruction than those from countryside and accordingly, their increase of scores are higher than that of students from countryside. That is to say, there is significant difference on the acceptance of the multimedia-assisted instruction between the two. Besides, as for difference on sex, boys tend to accept the multimedia-assisted instruction, while girls are prior to the traditional methodology. A significant difference is existed between the two sexes on their acceptance and scores. Specifically, boys are easier to accept new instructions while girls are more traditional; boys can get a higher score under the multimedia-assisted instruction while girls may have a decrease in their score under the new teaching method.