Research On The Concept And Property Teaching Of Mathematics Function In High School

Function is a main line running through the whole high school mathematics knowledge system and a core content.Because the concept of function itself is highly abstract and the quality of students decreases after the expansion of enrollment in senior high school,teachers need more efforts to make students understand the essence of function concept deeply in teaching.The theory of the zone of proximal development is an important theory put forward by Vygotsky.It interprets the relationship between teaching and development-and enriches constructivism theory.Through consulting the data,the author finds that the theory of proximal development area plays a guiding role in the teaching of function concept.Therefore,this paper,guided by the theory of proximal development area,designs and implements the teaching of function concept,function monotonicity,function parity and exponential function respectively.This paper analyzes its application and points for attention,and explores how to combine the theory of proximal development area with teaching,which can better improve the teaching effect of function concept.In order to study the above problems,we first use questionnaires and interviews to understand the current situation of function concept teaching from the perspective of students and teachers,to find out the problems existing in classroom teaching and the difficulties in students'conceptual understanding.The investigation shows that students lack interest in the concept of function because of its abstraction,and it is difficult to understand the concept of function.Although the first-line mathematics teachers know the relevant concept teaching theory,they are out of touch with the actual teaching.The classroom is mainly explained by teachers,supplemented by exercises.Secondly,using the literature analysis method and consulting a large number of literature,this paper combs out the origin of the theory of zone of proximal development and finds out the enlightenment to the teaching of function concept:paying attention to the effective relationship between the old and new knowledge;skillfully setting up the problem string,and building the "scaffold".This paper analyzes errors of the test paper and finds out the error-prone points when solving the problem in the part of the function concept:the students are not well considered and the thinking is not rigorous enough,such as neglecting the domain of function definition and so on.Finally,the case analysis method is used to design the teaching of the compulsory function part of the Jiangsu Education Edition,and implement the teaching.Through the classroom record and after-class analysis,the teaching effect of the function concept is understood.Finally,based on the teaching record and analysis,the following teaching suggestions are obtained:(1)more communication with students to find the general scope of the class students'proximal development area.(2)Effectively set up problem strings to enable students to participate in the conceptual process.(3)Step by step,build "scaffolding" to help students to transform the potential cognitive development level into a new existing cognitive development level.(4)Pay attention to the guiding role of teachers and the role of controlling classroom time while following the principle of student-oriented and teacher-assisted.