Correlation Analysis Of Functional Learning For Senior High School Entrance Examination And Mathematics Scores And Exploration Of Teaching Improvement

Function is not only an important and difficult issue in senior high school mathematics teaching,but also keeps appearing in the whole teaching process.Most students feel that function is abstract.Some who got high maths marks in the senior high school entrance exam usually have a sharp decline in performance situation in Senior One.One month down,they even can’t understand what the teacher says in class.To some degree,the exam results actually reflects the knowledge basis of the Senior One students.That is to say,this basis is bound to have an impact on the function study of senior high school.But what is the real relationship between the senior high school entrance exam results and the later function study in senior high school?How to improve the efficiency of function learning?It is not only a practical subject which deserves further study,but also the direction of this paper.This paper integrates several research methods,mainly in literature study,statistic analysis,experimental method and case interview.First,I made a correlative analysis of the Senior One students’ several function learning and their maths scores in the senior high school entrance exam,and offer corresponding suggestions from the angle of teachers.Second,in course teaching,I carried out the practice exploration and made some achievements.The main conclusions of this research are as follows:(1)According to the correlation analysis,there is a phase correlation between math performance in senior high school entrance exam and the later function study.The function study of Senior One students mainly depends on their current learning.To the top 70%students,senior high school entrance examination is one of the influences on their function study.Some of them have let their function grades slide obviously.But to the rest,it makes very little difference.For boys,this intensity of correlation is stronger than that of the girls.But with the update of knowledge,the correlation should have been weaken over time.The correlation increases first but then drops.This reflects three periods of learning:adaptive phase(from the beginning of term to the first monthly examination),stable phase(from the first monthly examination to mid-term examination),fatigue phase(from the mid-term examination to the end of the term).There’s no development phase.(2)Case interview of teachers and students reveals the abstractness of function.It requires teachers to attach importance to the teaching of conception and guidance of thinking method.When teaching new function lessons,we should slow down properly,change the mind-set,improve the study methods to promote learning efficacy.Combining the characteristics of Senior One Students’ function learning,I offered two suggestions from the angle of teachers.First,junior middle school teachers combine teaching materials and encourage students to think more.Second,senior high school teachers adopt a variety of teaching methods to shorten students’ fatigue phase,accordingly the four strategies of functional teaching are put forward.(3)After four months’ practice exploration,it has been proved that diversified teaching methods can alleviate the "slide" phenomenon of freshmen in senior high school,increase students’ interest in function learning,promote the growth of students and make top students better.Based on the above research conclusions,this paper puts forward some suggestions for Senior One function learning.When having preview,takes question list as guide;when teaching concept,give more examples,when consolidating memory,establish knowledge map;when giving summary,gradually infiltrate relevant thinking methods,In this way,we can cultivate students’ ability of autonomous learning.For non-key senior high school function teaching,we can also slow down properly and reduce the number of examinations.