A Research On The Situation Of Senior High School Students' Cognition Of The Concept Of Derivative

Calculus is the foundation of modern mathematics. Setting part of the calculus in mathematics courses in high school is not only for the social, economic, scientific and cultural development in requirements, but also achieve the goal of high school education, the development of educational and objectives of the requirements.The concept of derivative is one of the core calculus concepts. The positioning of Derivative and derivative teaching and learning is an important subject for Mathematics educators. The aims of previous studies were to guidance on derivative and its application in teaching and practicing at the macro. This thesis carries out a tentative research on the cognizing states of the senior high students so as to find a more suitable way of teaching students, and put forward some constructive suggestion for searching further teaching material.The methods to carry out the research are examining and survey, after which the result is to be gathered to make statistics.This thesis is to carry out the tentative research on the following two aspects:Problemâ… : the status of senior high students' cognizing on derivative concept.From the instantaneous rate of change, the physical meaning of derivative, derivative of the geometric significance, formal definition of derivative, derivative and continuous relationship derivative of the simple application ,the thesis analysis of the students understanding of the concept of derivative status. By looking through the survey, we find how students to understand the concept of limits, and the history of Calculus.Problemâ…¡: preliminary research on the difficulties and the reasons of the students' cognizing on the concept of derivative.The main cognitive difficulties of the concept of derivative of high school students have been found by anglicizing of survey results. We also find out its causes by way of the original understanding of the structure, derivative concept of a historical process, and curriculum design and teaching process.Finally, the derivative concept of teaching and curriculum design is given a number of recommendations: use the development history of the derivative concept for referencing; to the instantaneous speed as a learning foundation for derivatives, exceed the concept of limits; rich the actual background of derivative concept, let derivative to life; Infiltrates the concept of limits on high school curriculum, gradually eliminate misconceptions; guiding students to learn the history of calculus, fully tap the cultural values of calculus.