Investigation And Research On The Monotonic Learning Level Of High School Students

The function is a relatively core concept in the teaching of high school mathematics.It runs through the whole section.The research function is to study the nature of the function.The function property is the intrinsic property of the function and an important means of understanding the function.The monotonicity of the function,which is the first property of the senior school learning function,is a very important basic knowledge point in senior school mathematics,the continuation and expansion of the function concept,and the basis for the subsequent research and discussion of the properties of the elementary function.The monotonic nature of the learning function helps students learn the nature of subsequent functions more easily.In the senior school stage,it is necessary to further use the symbolic language to express the monotony of the function based on the intuitive graphic language and the mathematical natural language.This is a transition from perceptual thinking to rational thinking.In this process,senior school students are exposed to the mathematical concepts of symbolic and abstract features for the first time.Their thinking is immature and not strict.Therefore,it is difficult for students to define the monotonicity of functions with strict mathematical symbolic language,such as the word “arbitrary” is a difficult point for students.Therefore,the monotonous learning of the function is a student's thinking challenge.This article is guided by the SOLO classification evaluation theory,combined with the monotonicity of the function and the knowledge about its application and the 17 th edition of the senior school mathematics curriculum standards,through the SOLO level of the students' thinking level,the student's learning process is evaluated.From the two aspects of the definition of monotonicity of function and the monotonicity of function,the test volume analysis method,questionnaire method and teacher interview method are used for research.Through research,we found that senior school students understand the monotonicity of functions:1.Senior school students' understanding level of “function monotonic definition” is general.Senior school students' understanding of monotonic definition of function only stays on surface memory,and can't grasp the essential characteristics of monotonicity of function.2.The level of understanding of senior school students in the “function monotonic application” needs to be improved.Most students can use the function monotonicity to solve the maximum value of the short answer,the size problem,and only a small number of students can monotonic the function.Derivatives,parity,and other knowledge are combined to solve slightly more complex problems.3.The level of understanding of the function monotonicity of the experimental class is significantly higher than that of the ordinary class,which indicates that the old knowledge mastering has certain influence on the monotonicity of the senior school students' learning function.The factors that affect senior school students' understanding of the monotonicity of functions are: mathematical abstract ability,logical reasoning ability,and learning style.Finally,according to the senior school students' understanding of the monotonicity of the function and the main factors affecting the students' thinking level,some suggestions for the monotonic teaching of the function are put forward.