The Variable Material Promotes The Study Of The Concept Learning Of High School Students

With the reformation of education curriculum over and over,people more and more advocate cultivate students' literacy of the core.The literacy of the core,based on the skills of mathematical knowledge,but over the concrete ones,reflects the mathematics' essence and thinking.During learning,the using of variable type materialis a major platform to improve students' literacy of the core.As one of the most important basic concept in high school math,the function's thoughts and methods run through the whole high school class.Get the function concept and the mathematics thinking method that from it,and learn to solve math problems and practical problems through function' idea and means,are one part of the most important mathematics learning tasks and the key platform for cultivating students' literacy of the core.Because of the highly abstract,function becomes one of the most difficult concepts for students to get.For this reason,during learn the function concept,using variable type material properly,with the help of abundant instances,can let students understand the function concept with multiple-angles and comprehensively.Leading students consciously to found the “not change's” nature form “change's” appearance,explore the “change's” regularity from “not change's”nature,to optimize students' thinking quality,cultivate and promote their literacy of the core,and to lay foundation for them to learn more difficult knowledge.Firstly,the writer looked up a large number of Chinese and English documents and literatures about variant and function concept,expounded the background of problem,basing on summarizing the current research status,carried on the theoretical analysis for variant material introduced to function teaching.First,the definition of the variable type material is given.Then,according to the views in Cognitive psychology,build the framework that use variable type material in function learning,and classified the variable type material.Lastly,stated the meaning that use variable type material into the produce of learning function's concept.Secondly,this paper analyzed the teaching strategy about variable type material can promote fresh students of high middle school learn function concept,put forward variable type material's design principle and teaching strategy,given the feasibility that put variable type material into function concept learning and apply to practice.This test selected tow classes that are similar in every respect,one regarded as experimental class and the other as comparative class.Before the experiment,do baseline test for students of this two classes and test their learning interest,thenanalyzed the questionnaire by SPSS and Excel,conclude that the students of class two are almost same in master degree to function and learning interest.Next,According to different stages in function concept learning,students who from experimental classes used different type of variable type material,other students who form comparative classes study in traditional teaching mode.After experiment,do baseline test for students of this two classes and test their learning interest again and analysis,to examine variable type material have improve students' academic performance and learning interest or not.Lastly,through analysis the experiment result and summary we found that the students from that two classes are striking different no matter in function's test score or in learning interest.Also,Experimental classes' learning interest changed largely.At the end,the paper get some conclusion:(1)According to different stages in function concept learning,the way that variable type material using to function learning is different;(2)variable type material improved students' performance by promoting their function learning;(3)variable type material can stimulate students' interest in learning,Stimulate their interest in learning.According to this conclusion,writer summarized in detail and made teaching reflection profoundly,also come up with the research prospect.