| The concept is the core of basic knowledge of mathematics and basic skills.In the era of "knowledge explosion",the content of mathematics "double base" is also advancing with the times.Therefore,concept teaching has become an important part of the "four basics" teaching.The APOS theory has detailed analysis and systematic explanation of mathematical concepts from the two levels of process and essence.APOS stands for action,process,and object,and scheme.From the perspective of cognitive psychology,the theory reveals the process of students actively constructing mathematics knowledge,pointing out that students understand the development of the concept of mathematics,that is,the learner's understanding of a mathematical concept must go through the operation,process,and object of thinking.Stage,in order to form a corresponding conceptual schema structure.This paper adopts the action research method,taking the concept teaching of function and logarithm as an example,comparing the concept teaching based on APOS theory with the conventional concept teaching,through classroom observation,questionnaire survey,student interview and teacher teaching.Reflective and other ways to collect information.The results show that most students support the use of APOS based mathematical concept teaching methods,which can stimulate students' interest in learning and provide students with ideas for learning new concepts.On the other hand,they can help students abstract.The visualization and concreteness of knowledge has greatly improved students' self-confidence in mathematics learning and their sense of accomplishment in building a knowledge framework.In the course of the research,the author himself has further understanding and understanding of the mathematical concept teaching theory,enhanced the ability to optimize teaching design,and improved the level of classroom teaching.Finally,based on the author's inquiry,some opinions and suggestions on the teaching of mathematical concepts are put forward. |
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