Teaching Design And Implementation Of "The Concept And Representation Of Function" Based On Situational Teachin

The Curriculum Standard of Mathematics for Ordinary High School(2017 edition,2020 revision)emphasizes the creation of context in teaching,and context teaching is a teaching mode based on "situation".Situational teaching starts from the creation of situation and pays attention to the learning state of students in teaching,which is helpful to improve the teaching efficiency."The Concept of Function and Its Representation" is a very important content in the main line of high school mathematical function,which lays a foundation for the study of the main line of high school mathematical function.Therefore,this study takes the Concept of Function and its Representation as an example to carry out the design and implementation of high school mathematics teaching based on situational teaching,which has theoretical and practical significance.This study is divided into eight chapters.On the basis of literature review,the first two chapters understand the theoretical research and application research progress of situational teaching at home and abroad,define the two core concepts of "situational teaching" and "situational teaching",and provide the theoretical basis to support the follow-up research.The third chapter analyzes and sorts out relevant literature and summarizes the principles and steps of situational teaching.Chapter four and chapter five,based on the principles and steps of situational teaching,firstly analyzes the teaching content,learning situation,teaching objectives,and key and difficult points of teaching,then sorts out the situation in the A-edition textbooks,then creates the situation according to the logical correlation of the situation in the textbooks and the principles of situational teaching,and finally forms A complete teaching design according to the steps of situational teaching.Chapter six first prepares the classroom teaching evaluation table,then observes the classroom teaching videos according to the evaluation table,and finally gets the evaluation results of teaching implementation.The seventh chapter summarizes the deficiencies in teaching implementation,and then makes improvements according to the deficiencies to get the improved teaching design.The eighth chapter elaborates the conclusion of this research,reflects the shortcomings of the research and makes a reasonable prospect for the future.The following three conclusions can be drawn from this study:1.The teaching of the Concept and Representation of Function based on situation teaching can improve the efficiency of classroom teaching.2.The teaching of the Concept of Function and its Representation based on situation teaching can promote students’ learning.3.The teaching of the Concept of Function and its Representation based on situation teaching is well recognized by teachers and students.