Research On The Teaching Design Of Secondary Function In Junior High School Under The Integration Of Multiple Representation And Variant Teaching

Function knowledge is the focus of mathematics learning in junior high school and the foundation of mathematics learning in senior high school,and quadratic function is a major focus and difficulty in function.Most junior high school students say that quadratic function is difficult to learn,and most students’ understanding of quadratic function concepts and properties is lagging behind appearances.How to make students not stop at the shallow level of quadratic function,and understand quadratic function more deeply? This paper,by referring to the relevant education and teaching theories at home and abroad,integrates the theory of multiple representations with the traditional method of "variable teaching" in mathematics teaching in China,and carries out research on the teaching design of quadratic function,aiming to deepen students’ understanding and understanding of quadratic function,stimulate students’ desire for knowledge,and cultivate students’ innovative thinking and independent thinking ability.Firstly,this paper uses the literature analysis method to deeply study the multiple representation theory and variant teaching and the macro theoretical system of their integration,explore the essential relationship between the two theories,and combine with the analysis of the related research on quadratic function,propose the thinking of applying multiple representation and variant teaching to the teaching design of quadratic function from the theoretical level.Then,using the survey research method,through student questionnaires and teacher interviews,we investigated the actual teaching situation of quadratic function in junior high school and front-line teachers’ views on the integration of multiple representations and variable teaching applied to the teaching design of quadratic function.Afterwards,combined with theory and practice,it proposes the teaching design principles and teaching objectives of integrating multiple representations and variable teaching into quadratic function,carries out quadratic function teaching design,selects the third grade class of the school where the author practises to carry out teaching practice,and carries out classroom observation from four dimensions:students’ preparation before class,listening in class,teacher-student interaction and students’ autonomous learning,In the form of test paper,we can understand the difference between the effect of quadratic function teaching with the integration of multiple representations and variable teaching and that of quadratic function teaching without use.We find that the application of the formed teaching design to actual teaching has the following advantages: enhancing students’ curiosity and interest in learning,and mobilizing their enthusiasm to participate in classroom activities;Enhance the flexibility and profundity of students’ thinking,promote their independent thinking and independent learning;Promote students to gain an all-round and multi angle understanding of the nature of quadratic function,and improve their cognitive level and application ability of quadratic function;Effectively improve the accuracy of students’ answers to quadratic function and reduce the difficulty of students’ learning quadratic function.Finally,based on the research findings of this article,some suggestions for reference are proposed.