Teaching Research On The Concept Of Function In Senior High School From The Perspective Of Learning Progression

With the promulgation of the new curriculum standard of senior high school in 2017 and the use of the new mathematics textbooks for senior high schools in 2019,the teaching concept of taking students' development as the foundation and improving the core literacy in mathematics teaching has been gradually valued by people.How to highlight the main line of curriculum content,optimize the curriculum structure and improve teaching has also aroused widespread concern.Learning progression is an important research topic in the field of international science education.Its development is conducive to the integration of knowledge between disciplines and within disciplines,it can also promote the consistent development of curriculum,teaching and evaluation.Therefore,it is of certain research significance to construct a learning progression teaching model and apply it to function concept teaching in senior high school.Through reading a large number of literature,sorting out the origin,connotation and constituent elements of learning progression,the author summarizes the main characteristics and advantages of learning progression,and finds that there are similarities between learning progression and Bloom's taxonomy of educational objectives,which provides a theoretical basis for the construction of teaching model from the Perspective of learning progression.Based on Bloom's taxonomy of educational objectives,this thesis determines the advanced dimensions,divides them into five achievement levels,and describes the expected academic performance of different learning stages,so as to construct the learning progression framework with the concept of high school function as the core content,and form the five stages of teaching process.On this basis,combined with ADDIE teaching design mode,the teaching process is optimized by modern information technology,and finally the teaching model based on learning progression is formed.In order to verify the feasibility of the model,we design a teaching case with the theme of high school function concept,use the experimental research method to analyze the test results and interview results of the experimental class and the control class,and finally come to the conclusion: the integrated learning progression teaching model is conducive to high school students' learning of function concept,it makes the students' thinking develop step by step from shallow to deep,the level of concept understanding and cognition improve step by step,and the knowledge system of function concept is more perfect.At the same time,it can also stimulate students' interest in learning to a certain extent,and provide teachers with support in teaching,which is suitable for high school function concept teaching.The research shows that the learning progression teaching model constructed in this thesis is helpful for students to understand the concept of function,and it is expected to provide some ideas for the reform of high school mathematics education and practical experience for the application of learning progression in high school function concept teaching.However,this study is still in the trial stage,the experimental time and scope are limited,and the relevant teaching model still needs to be further improved in practice.