Investigation Of The Current Situation Of High School Mathematics Teacher Function Overall Understanding Of The Concept

In recent years, with the advancement of new curriculum reform, new ideas gradually infiltrate the first-line teachers’ teaching, the concept of function teaching have improved. Most of teachers can contact life instances, by strengthening perceptual knowledge and intuitive understanding to help students understand the concept. But in the process of concept formation, teachers tend to put less value on the students’cognitive level, ignore the internal relations between the concepts and fastly present the formal definition, still focus on solving the problem by using the concept, understanding of the concept is still not given enough attention. The main cause of this phenomenon is that, quite a number of teachers lack overall understanding about function concept, and aren’t unaware of the hierarchy and gradualness of function concept teaching, so in the following teaching of functional concepts, most of the teachers fail to guide the student to renew function concept in combination with the new content, but regard them in isolation. In fact, about understanding of the concepts of the function,students need to read it over and over again, and deepen understanding with the teaching of function promoted.As a result, to the teachers, overall understanding and grasping the concepts of the function is the most important. Only in this way, teachers can grasp teaching levels well, constantly update and develop students’ understanding of the concepts of function,make the students understanding the function concept in all aspects.In this article, first the writer compares the domestic and international students, teachers’ understanding of the concepts of function and teaching status of the concepts of function; Secondly the author combines with several suggestions that several experts put forward about comprehensive understanding of the high school function concept, then formulate questionnaire and select suitable object for investigation. Once again, through analyzing the results of the survey and communication with teachers, the writer understands the situation about high school mathematics teacher overall understanding of function concept since new curriculum implementation and points out the main problems of the current teachers in the function concept understanding are:(1)Teachers’ understanding of function concept is not enough comprehensive, they can not consciously analysis on the problem of function from three angles.(2)When teachers solve the questions about the function, it is easy to ignore variables thought, the teachers can’t be combined dynamic and static to overall grasp the function concept.(3) The teachers’ recognition ability on the problem of function in practical life is a lack.(4) In the process about function monotonicity concept’ formation, the teacher tends to from functional concepts research the function character in isolation.(5) It is a larger differences about the problem concerning the linkage between the junior and senior high school function concept, some teachers’ understanding of function concept is not enough comprehensive, pay not enough attention to the problem concerning the linkage between the junior and senior high school function concept.In view of the above questions, the author puts forward some practical suggestions, hopes to provide some theoretical reference and practice reference for middle school mathematics teachers.