Investigation And Research On The Understanding Level Of Derivative Concept Among Senior Three Students

After the new curriculum reform,students have been exposed to calculus since high school.Derivatives,as the core concept of calculus,not only play an important role in high school mathematics courses,but also affect students' study of advanced mathematics at the university level,and play a role in connecting and connecting.Therefore,it is of practical significance to investigate the students' understanding of the concept of derivatives in the senior year,and to explore the problems existing in the learning process.This paper first uses the literature analysis method to sort out and analyze related research on the concept of derivatives at home and abroad,and draws on existing research,and compiles tests based on the specific requirements of derivative concept learning according to the "standard high school mathematics curriculum standard(2017 edition)" volume.Then,taking 257 senior students in Huludao City as the research object,and using the SOLO classification theory,the students' understanding of the concept of derivatives was examined from four aspects: the rate of change,the significance of the derivative,the derivative function,and the application of the derivative.Finally,based on the test results,supplemented by interviews with teachers and students,the reasons for the third-year students' derivative learning process were analyzed,and specific suggestions were made.The results of survey show that: In all aspects of the concept of derivatives,the senior students can basically reach the multi-level structure(M)and the correlation level(R),and some of the worse aspects are at the lowest level(D).There is no significant difference in the level of understanding of derivatives between boys and girls.Science students have a slightly higher level of understanding of the concept of derivatives than liberal arts students.The problems that students have in understanding the concept of derivatives are: Incomplete understanding of the rate of change.Students have a low level of understanding of the physical and formal meanings of derivatives,and have a good grasp of the geometric meaning of derivatives.Students will not perform flexible conversion on the images of the original function and its derivative function.Students use derivatives to solve problems with functions better,but have lower ability to solve problems in real life.The reasons for these problems were analyzed in combination with interviews: The difficulty of the content of the derivative concept itself.The students' thinking ability is weak.The teacher's understanding of the derivative concept is not deep.The teacher's teaching method is inappropriate.In view of the problems and reasons for the understanding of the concept of derivative in the senior three students,the author puts forward teaching suggestions on the concept ofderivative: Create situations and perceive the rate of change.Multivariate representations to deepen the understanding of derivatives meaning.Use information technology to strengthen the learning of derivative function concepts.Design exercises to improve the ability to use derivatives to solve problems.