The Research On Monotonic Theme Teaching Design Of High School Function

The Ordinary High School Mathematics Curriculum Standard(2017 Edition)highlights the main content of the content,in which the monotonicity of the function and the teaching of the derivative are crucial in the main line of the function.How to better transfer the knowledge system of monotonic function to students requires repeated scrutiny and research.Therefore,the study of the topical instructional design of high school function monotonicity has certain practical significance and research value.Through research,it hopes to provide some reference for the monotonic function of the current stage and even the teaching of high school mathematics.Firstly,it summarizes and studies the literature on subject teaching and monotonic teaching design at home and abroad,and then defines the concept of subject teaching design,and further clarifies the key role of monotonous theme teaching design in high school mathematics.Secondly,in order to understand the monotonic learning status of high school students,after repeated revisions,a questionnaire on the monotonic cognition of the function was formulated,and the students of school A and school B in senior high school were investigated,focusing on four classes of senior high school students in Peiyou class and ordinary class in two schools.The results of the survey show that: First,most students who participated in the test scored relatively high in terms of “memory” and “understanding”,but in “application”.The scores of the four aspects of “analysis”,“comprehensive” and “evaluation” are relatively low,especially the “comprehensive” aspect.Second,students of different types of classes have significant differences in their grades.In general,in the six levels of cognitive field,the overall score of Peiyou classes is higher than that of ordinary classes.Third,there is no significant differences in the scores of students of different genders in the six aspects of the cognitive field.Then,an interview survey was conducted with eight high school math teachers from the two schools.Through the analysis of the interview results,it is found that most of the students in the surveyed schools are not very optimistic about the overall mastery of the function monotony,and the related mathematical thinking methods are not ideal.According to the results of the questionnaire survey and the interview results,combined with the relevant theories and the study of the new high school curriculum standards,the cross-chapter theme teaching design research was carried out.The overall content of the subject teaching content,curriculum standards,academic conditions,teaching objectives,teaching methods and other elements are sorted out.This paper proposes three key teaching methods: the key content of the subject teaching,the knowledge construction process of the students and the training process of the students' comprehensive literacy.Finally,under the guidance of the teaching strategy,two specific thematic teaching designs are presented to provide reference for high school mathematics teaching.