Research On The Application Of Variable Teaching In High School Mathematics Function Teaching

Function is the main line of high school mathematics and plays a very important role in high school mathematics.Function problems are abstract,often changeable,and have important connections with other content,which makes it more difficult for students to solve function problems.As the new curriculum standards put forward higher requirements for teachers,many teachers use variable teaching in functional teaching.As an important teaching method,variable teaching emphasizes to seek invariance in the change,pays attention to guide students to discover the invariance essence in the change from different angles,different levels and different backgrounds,and seeks the rule,so as to solve the function problem and improve students' comprehensive ability in learning mathematics.Therefore,variable teaching is very important in the learning of high school mathematics function.This paper will further study the application of variable teaching in high school mathematics function teaching on the basis of variable teaching theory research.This paper mainly analyzes the application of variable teaching in high school mathematics function teaching by literature analysis,questionnaire survey,interview,experimental research and case analysis.The main results are as follows:(1)On the basis of literature research,put forward the research background,significance,definition,research status,theoretical basis and teaching principles of variable teaching and functional teaching;(2)Questionnaires and interviews were set up to understand and analyze teachers' opinions and specific application of variable teaching into functional teaching;(3)On the basis of the above research,this paper discusses the specific application of variable teaching in senior mathematics function teaching from two aspects of function concept and problem solving,and designs teaching cases;(4)Experimental research on variable teaching in high school mathematics function teaching.The control class and experimental class were set up,and SPSS was used to conduct T test to analyze whether the test results of the two classes were significant.A questionnaire survey was conducted to the students of the experimental class to further understand and analyze the students' functional learning and their views on variable teaching.(5)Summarize this research.It is found that variable teaching is popular among students,which can reduce the difficulty of learning functions and improve their interest in learning mathematics.The error rate of students in the variable teaching class is obviously lower than that in the control class,which improves the enthusiasm and effectiveness of students' learning function.At the same time,in the interviews and questionnaires of teachers and students,it is found that teachers and students have some shortcomings in the application of variable teaching in function teaching.Therefore,the author puts forward several suggestions on the application of variable teaching in function teaching from the two aspects of teachers and students :(1)the variable should originate from and be higher than the teaching material;(2)It is necessary to cultivate students' consciousness of changing forms timely;(3)Changing the classroom style to improve students' participation;(4)carefully design examples to master the degree of variation;(5)Students should strengthen cooperation and communication,actively participate in variable teaching in class,and actively improve the ability of variable teaching after class,and enhance the application of variable,multi-solution and multi-solution.