Research On Model Thought Permeated In Junior High School Mathematical Function Education

The development of mathematics impacts all aspects of science and social life.People get used to use mathematical ideas and methods to observe and analyze problems in science and social life.School education targets at cultivating students' mathematics application ability with model thought as an important channel.Model thought rises in mathematical modeling contest and gains more and more attention by primary and secondary school education.The Mathematics Curriculum Standard for Compulsory Education(2011)puts "model thought" as one of the ten"core concepts".The research on how to permeate model thought into junior-high teaching can effectively improve students' mathematical application ability and reflects the real application value of mathematics.It is one of the important tasks which not only features theoretical significance but also conforms to mathematical education application requirement and the current education and teaching development requirements.This paper firstly uses document analysis method to conduct theoretical thinking on the permeation of model thought in junior-high mathematical function.It discusses the necessity of the permeation of model thought in junior-high mathematical education in three aspects,namely,the development of mathematics,the development of society and the development of students'personal ability.Secondly,in virtue of investigation method combining questionnaire with testing,it investigates the permeation status of model thought in junior-high mathematical function.According to investigation,20.98%of students know the mathematical modeling and only 12.35%of students can consciously apply mathematical knowledge they learned via mathematical modeling.Questionnaire and testing result shows that model thought has not been well permeated into junior-high mathematical education.Thirdly,the research analyzes the status,content structure,teaching objectives and learning situation of junior-high function based on constructivism and Freudenthal's educational thought and combining the investigation situation of the permeation of model thought in junior-high mathematical function.It proposes the teaching strategy of junior-high mathematical function permeated with model thought and designs the process of function teaching.Taking Eighth Grade Volume One Chapter ? Linear Function as an example,it chooses one class of eighth grade to implement the teaching in detail.The learning effects of experimental class and contrast class are analyzed via quiz and questionnaire.According to the data analysis via SPSS software,the unit testing average score of experimental class is 8.3 higher than that of contrast class,which shows that the model thought is beneficial for improving students' scores.After analyzing the data in investigation questionnaire,it can be seen that 55.88%of students in experimental class think that mathematics is very fun,27.31%higher than contrast class,showing that model thought contributes to motivating students' learning interests.According to the analysis of testing-taking process of unit testing paper and the open questions in investigation questionnaire,model thought can help to enhance students' function application ability.The paper designs the teaching process "find questions-make hypothesis-set model-solve model-verify model-apply model" and conducts experimental study on the permeation of model thought in function teaching as well as analyzes data involved.At last,based on the research of this paper,the author puts forward some teaching suggestions on how to permeate model thought in junior-high function teaching in detail.For example,scenes beneficial to students' studying are created in the link of "find problem";students are provided with sufficient thinking time in the link of "set model";the advantage of function model is highlighted in the link of "apply model".Also,specific to each suggestion,many teaching scenes are put forward for reference.