Investigation And Study Of Senior High School Students’ Function Learning Status

Under the background of new curriculum reform, in the usual education and teaching, teachers should pay more attention to students and adhere to the student-centered principle. The study of students’learning status is very consistent with requirements of the new curriculum reform. Function is the core of senior high school math, so it is very important for students to learn function well, which can not only helps them with the acquisition of other knowledge, but also helps them to improve their mathematical thinking, laying a solid foundation for future learning.This paper mainly studies and investigates the status of senior high school students’ learning function. Subject of the investigation are five groups of senior high school students from Grade One, Grade Two (Arts), Grade Two (Sciences), Grade Three (Arts) and Grade Three (Sciences) of Yuxi No.3 High School in Yunnan Province. The investigation is carried out in the form of questionnaire and the questionnaire mainly consists of two parts: First, questions about students’function knowledge learning level; Second, questions about students’views and attitudes of learning function, namely questions of non-cognitive factors. The questionnaire is presented in the form of objective questions and the question option settings are fixed. The first part is questions about students’function knowledge learning level, the option settings are divided into five levels:1.Very Good; 2. Good; 3. Not Bad; 4. Bad; 5. Very Bad. Students choose from these five levels and make the appropriate explanations. The second part is questions about students’ learning function’non-cognitive factors, the option settings are also divided into five levels: 1.Very Consistent; 2. Consistent; 3. Generally Consistent; 4. Inconsistent; 5. Totally Inconsistent. Students choose from these five levels according to their actual situation. Some conclusions are drawn through the data analyzed with the use of Excel and SPSS software.Statistics are conducted on the data of the five groups of students. From the data of function knowledge learning evaluation, we can find the differences in their function knowledge learning evaluation. From the data of learning function non-cognitive factors evaluation, we can find their level of interest in learning function, their pressure, difficulty degree understanding and the strength of problem-solving skills; these provide some realistic basis for the teacher’s teaching.From the comprehensive analysis of the function knowledge learning level of the five groups of students, we can find that students who choose the options "1" and "2"(namely, better cumulative percentage of function learning evaluation) are successively students from Grade Three (Sciences), Grade Three (Arts), Grade Two (Sciences), Grade One, Grade Two (Arts) from high to low. And students who choose the options "4" and "5"(namely, poorer cumulative percentage of function learning evaluation) are successively students from Grade Two (Arts), Grade One, Grade Three (Arts), Grade Two (Sciences) and Grade Three (Sciences) from high to low.As for the comprehensive analysis of the five groups of students’learning function non-cognitive factors evaluation, from the point of view of interest in learning, students from Grade Three (Sciences) have the highest interest in learning while students from Grade Two (Arts) have the lowest interest in learning, with the remaining three groups ranging between. From the point of view of pressure from learning function, students from Grade Three (Arts) agree that function is abstract and difficult to understand, while students from Grade Three (Sciences) disagree, with students from Grade Two (Arts), Grade One, Grade Two (Sciences) ranging between respectively. From the point of view of the ability to solve function problems, students from Grade Three (Sciences) have the highest ability while students from Grade Two (Arts) have the lowest ability, with the remaining three groups ranging between.Recommendations to all senior high school students in learning function:1. Strengthen the learning of relevant background knowledge about function; 2. Strengthen the learning of function model and its application; 3. In the process of function learning, knowledge migration ability should be strengthened; 4. Cultivate students’ ability to construct function knowledge system; 5. Cultivate students’ ability to use calculators, computers and other information technology to learn function; 6. Cultivate students’ ability to convert some of the problems usually encountered into function problems to solve. Some specific recommendations are also put forward to each group of students in learning function.