Research And Practice Of Teaching Logarithmic Be Based On The Genetic Approach To Teaching And Learning

Logarithm is an important mathematical concept in high school mathematics curriculum, and it is the basic knowledge of the logarithm function study.. Teachers in the logarithm of the teaching, is generally leads from the concept of index logarithm concept, which is from the perspective of logic teaching, in such a way that although simple, but compared the following deficiencies exist in the teaching of Ideological and: log do not understand the meaning, do not know to introduce the necessity of; two is confused misuse logarithmic rule; three is in logarithmic symbols to accept that there are difficulties. The reason is that the origin of the logarithm is not understood, from the point of view of logic directly given the definition of the logarithm, the lack of exploration and exchange, resulting in the difficulty of understanding the concept of students logarithmic.This paper from the logarithmic thought origin, logarithm table of the invention, refers to the relationship revealed three stages of history of the logarithm concept invented by the in-depth research, found the motivation to make log invented, and design of the questionnaire, survey of student logarithm concept, the level of understanding and the number of symbols accepted based on with the principle of teaching method, reconstruction the history log invented design logarithm concept teaching, and teachers of mathematics education and the research direction in the graduate students are evaluated, won the praise, but also gain valuable suggestions. Here are the results of the study:(1) exponential teaching before logarithm teaching is reasonable. The arrangement of the current textbooks, the logarithm of the conceptual design after the concept of index. This is because in the students’ knowledge system, index has been in form of squaring appeared, first accepted index of the concept, from a logical point of view conforms to student’s cognition. Therefore, teaching materials for systematic consideration of this arrangement is reasonable.(2) it is unreasonable to draw directly from the index.. From the point of view of logic, it is too much to pay attention to the results, while ignoring the process of the results, from the perspective of cognition is very difficult. The introduction of the concept is too abrupt, students cannot get deeper understanding. So this kind of direct from the index, the way of the logarithm teaching is unreasonable(3) it is unreasonable to follow the history of the logarithm teaching.. The logarithm of the invention after several ups and downs, have gone through all kinds of hardships and difficulties, if fully in accordance to the invention of the logarithmic calendar, students will face great difficulties, I’m afraid teacher itself is difficult to fully know the key.(4) the balance of history and logic should be sought in the teaching of logarithm. From the point of view of logic, there are defects in the teaching of logarithm, and it is not advisable to carry on the teaching of logarithmic concept from the historical point of view.. Occurrence of teaching method focusing on starting from the student’s cognition, combined with the history and today’s knowledge system, by reconstructing history, to seek a balance between history and logic, promote students to better understand the concept of number.Based on the conclusions of the research, this paper gives some teaching inspiration, and a complete teaching design, for teachers reference.