Research On The Teaching Design Of Functional Properties Unit Based On SOLO Theory

Functional properties are the essential attributes that reflect the changing rules between variables.Functional properties are widely used in mathematics and practical life.The application of functional properties contains a wealth of mathematical thinking methods,including combination of numbers and shapes,classification and discussion,and overall substitution.Thinking methods such as transformation,induction and inductive analogy.The teaching content of functional nature is also the soil for cultivating students' mathematical literacy such as mathematical abstraction,intuitive imagination,mathematical operations,logical reasoning,and mathematical models.The important position of functional nature in middle school makes functional nature become the high-frequency test sites for the college entrance examination,and most of the questions related to the nature of the function are highly comprehensive and difficult."High School Mathematics Curriculum Standard(2017 Edition)" advocates combing the nature of the function to understand the function from an overall perspective.However,there is no teaching design that integrates the nature of the function Research,students have a low score rate on general examination questions of functional nature and have a general feeling of embarrassment.Teaching design research on functional nature integration is a current demand for teaching and learning.This paper adopts research methods such as literature research,questionnaire survey,interview method and comparative analysis method.First,by reviewing the relevant research data of function monotonicity,parity and periodicity,it is determined that the research topic of this article is unit teaching of functional nature.Design.Secondly,on the basis of clarifying the connotation and process of unit teaching design,based on the functional characteristics of SOLO theory,the SOLO classification and evaluation theory is used for the comparative analysis of textbook examples and exercises,the analysis of important and difficult points of teaching,and the teaching goals.OK.Next,the collected questionnaire survey results and teacher interview data are collated and analyzed.The questionnaire mainly investigates the learning function of students with monotonicity,parity,and periodic learning obstacles.Random interviews are conducted on individual questions in the questionnaire to reflect students in the questionnaire if the thought process is not disclosed,the results of the questionnaire analysis are used to analyze the academic situation of the students.The main purpose of the teacher interview is to provide a reference for the teaching design of the lesson.Finally,after collecting the collected data,the unit teaching design of the function is performed according to the unit teaching design specification.The main features of this study are the following two points:(1)Unitary design of function monotony,parity and periodic integration.This will help make up for the fact that the nature of the functions in the original textbook is scattered and discontinuous.It has a positive meaning for teaching and learning.On the one hand,it helps teachers to grasp the monotonicity,parity,and periodicity of the function as a whole,and the teaching characteristics,and provides a reference for functional teaching.On the other hand,it helps students to make the function of monotonicity,parity,and periodicity substantively connect to form a systematic knowledge structure.(2)Apply SOLO classification evaluation theory to unit instruction design.According to the functional characteristics of SOLO theory,SOLO theory is applied to the comparison of textbook exercises and example problems in unit teaching design,analysis of important and difficult points,and determination of teaching goals.Make the process of unit teaching design have a theoretical basis,expand the function of SOLO theory and the theoretical basis of unit teaching design.