Research On The Teaching Strategy Of Function Thought In High School Mathematics Teaching

In the high school,the function knowledge section is the content that students should learn after entering high school,its structural features are not so easily understood by students which is more abstract,therefore,students often find it difficult to study in this section.But,the function plays an important role in the high school mathematics knowledge plate,it is the hot spot and difficult point of the college entrance examination,so,this requires teachers to use effective teaching strategies in teaching,so that students can develop interest and confidence in the study of entering high school.Although the learning of function knowledge in high school often makes students feel abstract and difficult to understand,it is not based on learning on the basis of zero.In junior middle school,students have already been exposed to functions such as the direct proportion function,one function,the inverse proportion function and the quadratic function.The students have already met the function on the basis of the variables,so the students have a certain conceptual foundation when learning the high school function,so teachers should grasp the characteristics of students and develop effective teaching strategies to help students better grasp the knowledge of functional modules.The function content of the high school stage enables students to further understand the knowledge structure of function on the basis of collection and master the basic idea of functions.Function thought as one of the main lines in high school mathematics,basically through the whole high school mathematics stage content study.How to enable students to master and use the function of the thought method is particularly important.Based on function content,the importance and abstract complexity of the thought method of function,in this paper,the author will analyze the key points of the knowledge of functional knowledge in high school,the students' easy mistakes,the analysis of the cases of these error-prone points,and the corresponding teaching strategies,in the end,the method of function thinking is studied in the teaching strategy of high school mathematics teaching.Firstly,the author analyzes the difficulties in the teaching of high school function and points out some deficiencies in the teaching of this section;Collect students' mistakes in practice,and conduct interviews with students to find out where thestudents' learning difficulties come from,and give teachers some reference for timely adjustment of teaching strategies;Then the author thought the whole high school mathematical analysis function with other internal relation between content of the plate,according to some practical teaching segment analysis of the function idea is how closely linked together.College entrance examination mathematics through the recent years the volume and volume in Sichuan province,analysis function score,involved in the field,and by conducting a questionnaire survey of students and teachers to reflect function content and the important role of thinking in mathematics in high school;Finally,some teaching cases are used to give the author's teaching strategies so as to provide some references for education workers.