Research On "Quadratic Function" Knowledge Teaching For Senior High School Students

Quadratic function is an important part of the connection between junior high school and senior high school,and in senior high school learning,the idea of quadratic funct ion is widely used,with rich denotation and connotation.It can not only be an independent proposition,but also can take quadratic function as a carrier to meet with other mathematical knowledge to form a comprehensive problem.However,the editing of teaching materials makes quadratic function and unary quadratic inequality divided and explained,and the knowledge is not coherent,which is not conducive to the overall understanding and application of students.The author conducts research in two aspects.On the one hand,the author conducts a questionnaire survey and exercise tests on students.The questionnaire survey mainly investigates the application of students' knowledge of "quadratic function".The exercise tests are conducted in order to find out in actual operation that students often encounter problems of inflexible transformation of quadratic function model and unclear logic of parameter discussion when solving this type of problems.On the other hand,the author interviewed the teachers and found out the problems that the teachers encountered in the "quadratic function" teaching practice.The main problem encountered was that there was a problem in the connection between junior and senior high school textbooks in this part of learning,which led to incoherence in teaching.However,quadratic function and other knowledge were very comprehensive,and students' learning stratification was obvious.Some of these problems have been solved well by some teachers and some have not been solved.The author will analyze and summarize them in this article.In the investigation and study of students,it is found that students cannot effectively transfer the knowledge they have mastered.Teachers need to play a guiding role in the process of constructing students' model thinking,stimulate students' motivation of independent inquiry and construct their own thinking system.Through interviews and investigations,the author finally summarizes the following four teaching suggestions:1.Highlight the knowledge learned in junior high school and the "quadratic function" newly learned in senior high school2.Pay attention to guiding students to construct "quadratic function" thinking model.3.Be good at using visual teaching to show the nature of "quadratic function" knowledge.4.Pay attention to the training of the general method of solving "quadratic function type" problems.