| In the teaching background of extensive integration of information technology and high school mathematics, based on a power function of the teaching requirements, the paper does action research into teaching and learning effect of power function by means of a targeted TI graphing calculator, combined with the use of TI graphing calculator in the classroom on the basis of teaching practice.During the exploration of using TI graphing calculator in the classroom teaching and learning of power function, the research designs and explores eight research problems aimed at "teaching" and "learning".They are respectively:"Teaching"1. Does the use of TI graphing calculator influence teaching methods?2. Does the use of TI graphing calculator increase the capacity of the power function in the classroom teaching?3. Does the use of TI graphing calculator highlight the importance and break through the difficulty more easily?"Learning"1. Does the use of TI graphing calculator affect students' understanding of the concept of power function?2. Does the use of TI graphing calculator affect students' understanding of images of power function?3. Does the use of TI graphing calculator affect students' understanding of the properties of power function?4. Does the use of TI graphing calculator affect the students' abilities of solving practical problems by means of power function?5. What kind of emotional impact does the use of TI graphing calculator have on students?In this study, two classes totaling 63 students in one district key middle school in Shanghai are selected to participate in the teaching experiment. By introducing TI graphing calculator into teaching of one class and conventional teaching method of the other class, by means of aggregate exams and post exams, a questionnaire is made among all the students and individual interviews are conducted with respective students,two teachers involved in listening to the classes as well.Introducing a TI graphing calculator into the teaching of power function, the research finds that the experimental classes and control classes are different in the following aspects:In teaching aspects of the teachers:1. The teaching ways are in abundance. By using TI graphics calculator with its own interactive function to compare function images, cross discussion and lateral communication are carried out for further exploration and study into problems. The teaching methods and teaching environment of using power function are enriched by means of new tools methods.2. Teaching objective capacities have expanded. By using TI graphics calculator'auxiliary power function image to draw images and understand nature, not only has the established teaching tasks been completed, but he traditional teaching class is shortened from two into one. Students' autonomous learning ability is developed as well.3. Teaching key points and difficulties are broken through. Using TI graphics calculator can be convenient to provide power function of image. Thus, teachers guide students to observe the images, and then explore the nature of function, making it more visual and highlighting the images and nature of power function, so that teaching key points and difficulties are broken through.In learning aspects of the students:1. If using TI graphics calculator has no obvious effect on students' understanding of the concept of power function, this is likely to be relevant to directly teaching of the concept of power function by the teacher and not using TI graphics calculator to participate the teaching process.2. TI graphics calculator benefits students'understanding of the images and properties of power function.By using TI graphics calculator to image the formula, instant images are formed, thus reducing possibilities of deviation when students draw images by hand, and strengthening the visual feeling and image effects. Students will have more deeper understanding of the knowledge by drawing and deducing the nature of power function by comparison.3. TI graphics calculator only limitedly helps students to solve comprehensive application problems of power function. Because of its limited help to the concept of power function, students will solve the problems wrongly or not comprehensively answer the question due to short board effect, thus unable to complete comprehensive application problems perfectly.4. TI graphics calculator has positive influence on the study of power function. When students use TI graphics calculator, active learning atmosphere is formed, learning cognitive participation is enhanced, and image thinking is worked out. Students easily form a "problem" consciousness and independently participate in mathematics study, and carry out the practice exploration.The Paper finally presents some advice in the aspects of teaching and research based on the results of the study:1. When compiling the power function textbooks, join comprehensive application, migrating ability and broadening practice training part into the teaching material. In the section of power function, relative teaching contents should be joined to connect the former and latter. Set obstacle type problems relative to reality application when drawing and fully exploit the potential of the use of TI graphics calculator.2. Improve the integrity design of teaching the related knowledge connected with power function and continuously digging technology usage space of TI graphics calculator.3. In other aspects of teaching content migration in mathematics, such as exponential function, logarithmic function and inverse function concept and image, we can borrow ideas and partially use the teaching methods of TI graphics calculator or information technology auxiliary power in this lesson.4. In latter related research, other methods can be used, such as experimental method or repeated action research methods. This research conclusion should be continuously demonstrated; Choose methods to design and manufacture list, such as individual interviews, analysis of particular object situation, and observation of key group. |
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