The Application Of The Procedural Variation In Function Teaching In High School

Ordinary high school mathematics curriculum standards(2017)put forward that divided the curriculum content of mathematics into function,geometry and algebra,probability and statistics,which illustrates the importance of function in the learning of high school math.However,many high school students have different degree of difficulties due to the abstract knowledge of function and the high demand of students' thinking level.The variable type teaching,which has been used in different disciplines to make classroom teaching efficient,is prevailing in Chinese teaching mode,especially in mathematics.This paper applies the process variant to the function teaching in high school from the perspective of procedural change type teaching.This thesis firstly investigates the functional learning level of high school students and the classroom practice of teachers' variant teaching in Fuzhou middle school through questionnaires and interviews.Then from the forms of implementation of process variant on,this paper study several typical forms of implementation of process variant in concept and thesis teaching by combining the difficulties and puzzles students and teachers have when they are study function,consulting the literature,and assimilating the related theories such as the zone of proximal development theory ? variation theory ?constructivism,and then put forward several strategies about the teaching of process variant in high school math:(1)create reasonable teaching environment to stimulate students interested in variant learning;(2)formulate the appropriate task,let students explore task in the variant;(3)positioning a new role for teacher,guide the students to ask and find out the variant;(4)carry out the multiple representation of knowledge,to promote students' understanding of the essence;(5)integrate appropriate information technology and break through the traditional variable teaching model;Finally,specific cases are selected to explain the strategies so as to provide teaching reference for the teaching of process variant of function in high school and develop the core quality of mathematics in high school students.