The Case Study Of Primary And High Cohesion Function Teaching Content

The problem of studying hard and teaching hard at the beginning of senior high school has been long-standing. When just entering high school, many students would start feeling quite unadaptable to studying especially to mathematics. The bad link-up of mathematic knowledge and learning method between junior and senior high school is quite responsible for the phenomenon. As the first thing high school students get in touch with is functions in maths, studying the link-up of function teaching content would be of great significance for helping students go through the transition and establish their confidence in learning maths.The literature review introduces studies in the link-up of mathematics teaching between junior and senior high school from a macroscopic angle and the analysis of the reason for the link-up with suggests. On the basis of the literature review and the analysis of problems like course objectives in junior and senior high school functions teaching content, the contact point of teaching content and characteristics of the development of students’thinking level, the paper points out that the link-up in teaching should be guided by scientific principle, adaptive principle, intuitive principle, inspiration principle and updating principle. The paper also presents available approaches:Independent exploration method, comparative analysis, citing the new method by recalling the past, examining the past with new views and school-based auxiliary method. It has practical value and operability in high school mathematic teaching because it applies the principles and methods to instructional design and put forward teaching suggestions by case studies.Conclusion:What teachers should do are as follows:understand the difference of the contents and requirements in junior and senior high school; pay attention to the application of functions as teaching should be closely related to life; attach importance to the connection and difference between the new knowledge with students’prior knowledge students’based on zone of proximal development; guide students to construct their own knowledge hierarchy; focus on teaching mathematic language and thinking method to cultivate students to cultivate students’thinking ability; stress on the integration of the use of modern technology and the functional teaching.