Research On Micro-Lesson Design And Teaching Application Of Function Concept In Senior High School

China's “Education Informationization 2.0 Action Plan”,“Compulsory Education Mathematics Curriculum Standards(2011 Edition)” and “Ordinary High School Mathematics Curriculum Standards(2017 Edition)”” And other relevant documents emphasize the integration of information technology into mathematics classroom teaching.As a new teaching method that applies information technology to assist traditional teaching,micro-class is well known to everyone,and has become an indispensable learning resource for mathematics classroom in primary and secondary schools.However,research shows that the use effect of mathematics micro course is not good and the quality is uneven.How to improve the quality of mathematics micro course has become a big problem.“The concept of function” is an important and difficult content in high school mathematics learning.It is an extension and generalization of function learning in primary and junior high schools.The study shows that the learning of function concept in senior high school pay attention to the expression of function concept,but ignores the essence of function concept;The phenomenon of paying attention to the application of function concept,but neglecting the understanding of function concept,makes students feel boring and boring in the study of function concept,and it is difficult for them to have a thorough understanding of function concept,which lays a hidden danger for the subsequent application of function and the study of higher mathematics.Therefore,this study tries to explore the design strategy of the micro course of function concept in high school based on the thinking of the Three Worlds Theory of Mathematics,in order to improve the effect and efficiency of learning function concept in high school.This research is mainly discussed from two aspects of theory and practice.The following is a brief overview of the research results:In terms of theoretical research,first of all,through reading literature,I collected the relevant research on the definition of micro-course by domestic and foreign scholars.Secondly,it summarizes the research status of functional concept teaching in senior high schools,and analyzes the main problems existing in functional concept teaching in senior high schools.Then,it summarizes the educational thought of the Three World Theory of Mathematics,and puts forward the design strategy of the function concept micro course in high school based on this.The main design strategies are as follow:(1)Concretize the world and highlight the intuitive imagination;(2)Symbolizing the world and pay attention to mathematical abstraction;(3)Formalize the world and develop logical reasoning;Finally,taking the high school “the concept of function” as an example of the study course,the micro course design strategy proposed under the Three Worlds Theory of Mathematics is adopted to design micro lessons and assist teaching.In the aspect of practical research,mainly teaching experiment and supplemented by investigation and research,practice research is carried out through classroom teaching experiment.This study takes the high school “the concept of function” as an example to carry out teaching experiment.That in comparative classes using the traditional classroom teaching mode,experimental class adopted traditional classroom and auxiliary teaching form,through the analysis of the test results before and after the contrast experimental classes and that in comparative classes and the analysis of the questionnaire results,test strategy was adopted to design the small class teaching on the students' mathematical grades,and positive impact on the learning process,improve the teaching effect.The experimental results show that using the function concept micro-course of the strategy design version to assist classroom teaching makes the students of the experimental class have a significant improvement in mathematics learning performance;From the analysis of results of the questionnaire,it can be seen that the use of the strategic design version of the high school mathematics concept micro-class to assist classroom teaching has a positive impact on the learning process of the experimental class students,such as learning style,emotional attitude and other aspects,and the vast majority of students agree with the teaching mode of micro-class assisted teaching.