Research In Instructional Design Of High School Function Concept Based On Multiple-representations Method

As the core content of High School mathematics,“Function” not only deepens to the junior math but also establishes the foundation for high school math. However, through years of teaching experience, we’ve found that a quantity of students’ memory of function concept is not impressive,and they usually have superficial understanding of the function concept.In addition, students’ ability of applying concept to solve problems is not satisfying.This paper takes all seniors of one common high school as the basic investigation object. Investigation and analysis of students’ comprehension、application and study difficulties of function concept were carried out.The results showed out that difficulties mentioned above such as superficial comprehension and unsatisfying problem solving ability mainly result from abstraction of function concept itself、knowledge gap between the junior and high school math and inappropriate teaching methods. Function concept has dual characters.Besides abstraction,function concept is rich in multiple- representations forms. Based on this, instructional design based multiple- representations methods is proposed. This paper provides teaching cases for instructional design based multiplerepresentations methods and experiment was conducted in two parallel senior classes with one as experiment group and the other as control group.Class observations were carried out from four aspects: teaching procedure, teaching time, students’ independent thinking time, times of answering questions and learning achievements were used for testing of learning effectiveness of function concept. The research results showed that independent thinking time and the degree of participation in experiment group were obviously higher than that in control group; the average scores of experiment group was 79,5.7 higher than that of control group, and the percentage of top students( above 90)was also 17% higher,showing that learning achievement of experiment group was significantly better than that of control group.The research indicates that multiple-representations method based instructional design can obviously enhance students’ understanding of function concept and help them to apply function concept to problem solving.The innovation of this thesis lies on the following three points:(1) firstly, this paper hackles the cognitive mechanism of multiple-representations method based function concept and enriches teaching strategy about multiple-representations method;(2)secondly, this paper deepens teaching principles about multiple-representations method based function concept and the effectiveness and value of the proposed method are verified through practical research.;(3) What ’ s more, teaching cases are introduced, which provides reference for course teaching design similar with function concept.