Research On The Teaching Of Derivatives In The High School And College Articulation Stages

As we all know,derivative is an important mathematical tool with many practical applications.It plays an important role in the college entrance examination,in recent years,the proportion of derivative in college entrance examination has gradually increased.Some students have a strong interest in derivative learning,and even take the initiative to learn in advance.However,the author found that there are some problems in derivative teaching,such as unreasonable teaching materials and curriculums,aiming at college entrance examination for teaching and learning,lack of core quality cultivation,which resulted that some students cannot adapt to the transformation of learning mode after entering universities.Therefore,this paper studied the transitional teaching of derivative from teachers to students in detail.Through interviews with teachers and students and literature analysis,this paper systematically summarizes the current derivative teaching situation of senior high school students in China,and analyzes the changes that can be made in derivative teaching,thinking that teaching materials,teachers and students all have something to improve.Through the research on the derivative teaching and learning in senior high school,we can have a comprehensive understanding of the derivative teaching and learning in senior high school,and thinking the transitional teaching is an important method to improve derivative teaching and learning in senior high school.Then,through literature comprehensive analysis,the author studies the current situations and achievements of derivative transitional teaching in senior high school and University at home and abroad,and analyzes the problems of derivative transitional teaching,exploring derivative transitional teaching from different directions.In recent years,a part of derivative knowledge was moved from the university to senior high school in the curriculum reform of senior high school,which proves that derivative learning in senior high school is connected with that in universities closely.By comparing with the situation of derivative learning of seniorhigh school students in American,the author found that there exits obvious differences in derivative teaching and learning in China.The senior high school students in America have more opportunities to learn calculus according to their own interests,which is beneficial to the development of students.In addition,the derivative teaching in the United States also takes full account of the learning interest of students,and the question settings are relatively advanced.It has the same difficulties in the question type as the Chinese textbook,but it divides the questions into different levels,considering individual differences.The learning of Chinese high school students is to practice more types of questions,and the questions are complex and changeable.The author studied the feasibility of derivative transitional teaching,and thought it was feasible to perform derivative transitional teaching research and practice along with the development of science and technology,the development of mathematics and the improvement of thinking level of students.This paper makes a deep research on derivative transitional teaching from three aspects: the content of teaching materials,derivative transitional teaching of teachers and effective derivative learning of students,and discusses how to carry out derivative transitional teaching in detail.Through interviews with high school students and undergraduates via telephone and questionnaire,the author deepened the understanding of derivative transitional teaching,and put forward better derivative transitional teaching strategies.Aiming at derivative transitional teaching,the author put forward three different teaching strategies.On this basis,the author gives a specific teaching case,and selects two classes with the same scores to carry out teaching practice,and investigates the performance of students from three dimensions.The practical results indicated that the students in the two classes exhibited similar in derivative operation and the applications of derivative geometric meaning,but the class using derivative transitional teaching exhibited better in fundamental concept understanding and derivative applications,which shows that derivative transitional teaching can help students understand the fundamental concepts and improve their mathematical logical thinking ability,and increase their interests in derivative learning.