Research On Function Teaching In Lhasa High School Based On Mathematical Abstract Literacy

With the announcement of the new curriculum standard,the core literacy is more and more mentioned,and the requirements of the core literacy are more and more strict.This thesis mainly studies how to improve students' mathematical abstract accomplishment in function teaching in senior high school.To investigate high school students in mathematics abstract quality aspects of the general conditions,the author through literature review,questionnaire investigation and case analysis,combining with "curriculum 2017" in the definition of mathematical abstraction literacy and other scholars to the understanding of the abstract mathematics accomplishment,research basis,in order to function as a carrier to write the high school mathematics abstraction level test,Students from several high schools in Lhasa were selected for a questionnaire survey.After analyzing the results,we found some problems in function and abstract literacy,and put forward some suggestions on the cultivation of abstract literacy.From the results of the survey,it can be concluded that the mathematics abstraction level of senior high school students is generally not high,and can basically meet the requirements of Level 1,but few students meet the requirements of Level 3;Teachers do not pay attention to the cultivation of students' core qualities in class,and focus on teaching book knowledge.In addition,in the function content learning section,I found that the students' interest in learning is not high,the students reflect that the function is too abstract,all symbols,look at the dizzy;Even if I listen to the teacher carefully in class,I still can't clearly understand the function,and of course I won't use the function.It is difficult for students to abstract functional images from real life problems,so they must be guided.Not able to use mathematical ideas to deal with mathematical problems.After the interview,we also got some understanding of teachers' core literacy: when asked which of the six qualities has the best effect on cultivation? Front-line teachers all think it is abstract literacy;When asked about the level of the students' abstract literacy,the teachers all frown and say that most of them are at level 1,and there are a few students who do not reach level 1,which is very annoying.And how do teachers cultivate them in the classroom? Teachers A mentioned,they usually attaches great importance to the introduction of situational problem,he found that the students' classroom atmosphere and also hope can cause the students' interest,active classroom,teacher B don't think so,he said whether the training of literacy of all or follow-up study,must vigorously promotes the foundation,so he always attaches great importance to the students' basic knowledge to master degree,Teacher C trained students by designing classroom activities,allowing students to cooperate,communicate and explore independently.However,teacher C said that such effect was not good.In addition,the author recorded and analyzed the classroom examples and put forward the following four teaching strategies: 1.Design life-like situations to trigger students' thinking;2.Attach importance to the mastery of basic knowledge and develop double bases;3.Propose effective functional problems to promote students' mathematical thinking and expression;4.Organize classroom activities to strengthen communication and reflection.