Research On Monotonic Classroom Teaching Strategy Based On Isochronous Function

With the development of curriculum reform, mathematics education pays greatemphasis on st’udents experiential learning process and developing students’ ability toexplore the issue. Therefore，we not only teach students mathematics knowledge andskill, but also reveals the knowledge acquisition process of thinking, promotingstudents5meaningful learning.Functional mo no tonicity is an important concept of middle school mathematicsteaching. It others many contradictions, which is difficult f’or teachers teaching andstudents’ learning. In the current study, functional mo no tonicity classroom teachinghas been multifaceted inquired，but most research ofcused on teaching link situationaldesign and problem setting. Although some researchers have realized the importanceof paying great e rip has is on students’ experiential learning process, none of theresearch pay deep insight of the classroom and interaction among teacher, studentsand teaching activities, which is to be a breakthrough.To solve the above issue, this study adopts classroom observation to analyzethree lessons of tfinctional monotonicity rfom the same class of heterogeneousperspective. It works on how to promot’e students constructive learning.This study adopts the Hiebert’s analytical dimensions of the mathematicalclassroom to explore effective teaching strategies. We analyzed the three lessons fromthe ofllowing three dimensions: the nature of classroom tasks； teacher’ roles； thesocial culture of the classroom. Therefore, the research adopts ofur coding systemsunder these dimensions: the coding of the cognitive level of the mathematical tasks;the coding of discourse analysis between the teacher and the students; the coding ofthe types of problems; the coding of classroom teacher-student interaction types tocapture a variety of classroom teaching strategies. Based on the four coding systems,the author encoded the text and the video of classroom teaching, and analyzedteaching strategies through quantitative and qualitative analysis.Studies have shown that, in the classroom, students can promote constructive leanring in the following areas.(1)Teachers should design and implement high cognitive level of themathematical tasks. In establishing the concept of functional monotonicity, the tasksinclude both linked and ‘do math’ tasks; In order to promote the understanding offunctional monotonicity proof，teachers should design "do math’tasks. In all teachingduties, teachers should ofefr feedback to students in time to ensure the smoothimplementation of the high level of mathematical tasks.(2)Teachers should well design dialogue ofrms and different problems. Difefrentofrms of dialogue have different efefcts. For example, teachers use I-R-Fl to saveteaching time and to promote the teaching process; Utilizing I-R-F4and I-R-F5dialogue ofrm, teachers can consider the participation of all students, which plays akey role in breaking thro ugh the difficulty. Abstract thinking, deductive reasoning andthe chart representation in concept derived make a critical difference. In additionreasoning questions and explanatory questions can effectively promote students tothink, which can fully reflect students’ thinking process. Reasoning questions at theconcept of derivation function can help teachers comprehensively collect differentthinking process. The use of critical questions can help students ofr self-examinationin the concept learning.(3)Teachers should use teacher-class interaction and teacher-student individualinteraction as the main classroom activities, and pay close attention to teacher-groupinteraction. Teacher-class interaction allows more students to participate in theclassroom. Teacher-student individual interaction include student individual questionanswering and blackboard perofrmances can focus on individual student knowledgeconstruction process; Cross-interaction can inspire the individuals to promote oneselfwith each other. In addition, teacher-groins interaction concerns about the role ofstudent’s growth in students cooperation, which also requires educators attentba...