| As an important part of mathematical knowledge system,the learning effect of mathematical concepts affects students’ understanding and mastery of mathematical knowledge.Teachers ignore the formation and application of mathematical concepts in the current teaching process,which leads to the improvement of students’ internal concept formation and application level.In order to improve this teaching situation,this paper constructs the teaching model of high school mathematics concept based on multi-representation theory from two aspects of theoretical research and empirical research,expounds its scientificity in theoretical research,and verifies its feasibility and effectiveness in practice.Using the methods of literature analysis,case analysis,teaching experiment and questionnaire,this paper summarizes the literature from the theoretical research of multi-representation,the teaching research of mathematical concept and the application research of multi-representation in mathematics teaching,and combs the theoretical basis of relevant research.On the basis of combing the overview of relevant research,this paper constructs the teaching model of high school mathematics concept based on multi-representation theory according to the five basic elements of mathematical concept teaching model.Firstly,it analyzes the advantages and disadvantages of the traditional concept teaching mode(assimilation and formation mode),and defines the goal orientation of the teaching mode.Secondly,according to the five stages of mathematical concept teaching,the structural elements(stimulation discrimination refinement reinforcement connection)and activity procedures(creating situations and introducing new knowledge;multi-representation and activity exploration;standardizing concepts and deepening understanding;translation integration and flexible application;summarizing and combing to form a schema)of the model are designed from the static and dynamic perspectives.Thirdly,according to the activity procedure of this model,set up matching teaching strategies(create multi-representation situations and introduce mathematical concepts;Grasp the representation form close to the essence of concept;Standardize students to form standardized multi-representation;Timely integrate multi-representations of concepts;Strengthen the multiple links between concepts).Then,in order to measure the teaching situation of this model,the teaching evaluation is designed according to the students’ learning effect,cognitive load and learning efficiency.The empirical study is divided into three parts to test whether this teaching model can improve the teaching of mathematical concepts.The case analysis part combines the model with teaching cases to test the feasibility of the model and provide a strong starting point for the implementation of the teaching model.In the experimental research part,a teaching control experiment is designed to verify the effectiveness of the teaching model according to the teaching evaluation method.The investigation and research part investigates the harvest and views of students in the experimental class in classroom teaching from three dimensions.With the help of SPSS software,the experimental data and questionnaire survey results are statistically analyzed.According to the questionnaire results,the shortcomings of this model in teaching practice are put forward: strengthen the understanding of concept teaching guided by multiple representations;Choose the appropriate form of conceptual representation;Designing effective exercises leads to multiple thinking. |
