Construction Of High School Function Concept Teaching Model Based On APOS Theory

The function knowledge runs through the high school mathematics study throughout,the student grasps to the function knowledge and the application is closely related to the function concept understanding.The high abstraction of function concept in high school makes students unable to clearly understand the essence of function concept.As a guiding theory of concept teaching,APOS theory has been widely applied in the concept teaching of high school mathematics in China in recent years,and has achieved good teaching results.How to carry out the high school function concept teaching based on APOS theory,improve the teaching effect and construct the concept teaching model based on APOS theory is a problem worth studying.Based on the above three questions,this paper first USES the literature method to sort out the application and enlightenment of APOS theory in high school mathematics function concept teaching.Secondly,by means of questionnaire survey and interview,students' learning situation of mathematical concepts,teachers' teaching situation and the application of APOS theory in practical teaching are understood.According to the results of questionnaire survey and interview,the teaching design based on APOS theory is analyzed and the teaching practice is carried out.Finally,through case analysis,the function concept teaching mode based on APOS theory was obtained,and the results of conceptual teaching based on APOS theory were compared and analyzed,so as to verify the effectiveness of the model,and the matters needing attention of conceptual teaching mode based on APOS theory were analyzed.Based on the research,the function concept teaching model of APOS theory is proposed,and specific measures are proposed for different stages.In the context introduction stage,teachers can integrate life examples and history of mathematics to stimulate students' thirst for knowledge,and pay attention to tone,literary talent,humor and body movements.In the stage of exploring new knowledge,teachers should help students to give full play to their subjective initiative.In the stage of knowledge understanding,teachers should provide easy and difficult exercises to help students formalize and symbolize concepts.The number of exercises should not be too much and the types of questions should be rich.In the internalization stage,teachers provide variable exercises or use new knowledge to interpret old knowledge,so that new knowledge can be combined with students' original cognitive structure.In the process of practice,the four stages should be regarded as an organic whole,and each stage is an indispensable part of classroom teaching.