The Application Of The Combination Of Number And Shape In The Junior Middle School Function

Function runs through the middle and high school mathematics learning,is also one of the difficult knowledge points for students to understand.What are the difficulties and obstacles.How should the teacher teaching can make students better understand the function,this is a topic worthy of being studied.Under the background of new curriculum,mathematics thinking method teaching is paid more and more attention,the thought of “symbolic-graphic combination” is the high school stage all important mathematics thought method,especially plays all indispensable role in the function teaching,so this paper combined the two to study.Firstly,a questionnaire survey was conducted among the students.For anonymous questionnaires,it mainly collected the students’ mastery of function knowledge,their understanding of the idea of the thought of “symbolic-graphic combination” and the application of the idea of combination of logarithms and figures in the process of solving function problems,which can be used as a reference factor in the analysis of test papers.Secondly,students are tested and analyzed with a unified test paper,in which the questions are divided into three types: "The shape transform into number"," The number transform into shape" and "combination of number and shape".The test paper is used to test students’ mastery of the three types of questions and their tendency of method selection.Finally,according to the students’ problem-solving situation in the test paper,the students are interviewed to understand their ideas and methods of problem-solving.Considering the results of the questionnaire survey,the results of the test paper survey and the results of the student interviews,the following conclusions can be drawn:1.The overall level of junior high school students in solving functional problems by the thought of c “symbolic-graphic combination”is not high.According to the statistical data,it is the most difficult problem for junior high school students to solve these kinds of problems,“symbolic-graphic combination” problem is the most difficult,followed by," The number transform into shape" problem,and "The shape transform into number" problem is the least difficult.2.The students’ consciousness of using the thought of “symbolic-graphic combination” is insufficient.3.Students prefer algebraic methods.4..The students’ problems in solving the problems of " The number transform into shape" :(1)failed to better understand and grasp the concept of the function and related properties;(2)does not understand the meaning of the actual problem,ignores the domain of the function;(3)carelessness leads to calculation errors.5.The students’ problems in solving the problems of "The shape transform into number" :(1)transformation is not equivalent and information in function images is omitted;(2)the relationship between function properties and images can not be accurately transformed into quantitative relations according to the information in images;(3)the meaning represented by the position relationship between two or more function images is not understood.According to the results of the study,,put forward some targeted teaching suggestions:To cultivate students’ interest in learning function;Strengthen students’ understanding of the concept,nature and image of function;Encourage students to choose a variety of problem-solving methods;...