High School Function Symmetry Deep Teaching Research

Function symmetry is an important concept to describe the integrity of describing function.It is both intuitive and abstract,and its teaching is difficult.How to effectively break through the difficulties is one of the problems to be solved in teaching.This article aims to study the cognitive status of high school students’ learning of functional symmetry,mainly affecting the non cognitive factors of high school students’ learning of functional symmetry.Starting from deep teaching,it explores how to promote students’ deep learning of functional symmetry,and designs a teaching design to provide reference for deep teaching of functional symmetry.This paper adopts the methods of literature research,case analysis,questionnaire survey and interview.It mainly focuses on the following issues: 1.What is the current situation of the teaching of functional symmetry? 2.What is the status quo of senior high school students’ cognition of functional symmetry? 3.What is the effect of non-cognitive factors on the symmetry of learning function of senior high school students? What is the impact on training senior high school students’ deep learning? 4.What are the front-line teachers’ understanding,understanding and application of in-depth teaching,the implementation of functional symmetry teaching,and their attitude towards in-depth teaching?In response to the above issues,literature analysis and commentary are conducted on the teaching of function symmetry from the perspectives of deep teaching and four "understanding".Compile the "Functional Symmetry Test Paper" based on the six dimensions of Bloom’s cognitive development theory;Based on non cognitive factors,develop the ’Study Function Symmetry Non Cognitive Factor Survey Questionnaire’.A total of 570 high school students from three high schools in Chengdu,Suining,and Neijiang,Sichuan Province were selected as the survey subjects.Select 4 frontline teachers as the interviewees.The data collected and organized using Excel 2010 was statistically analyzed using SPSS 21.0 software,and the following conclusions were obtained:(1)Senior high school students have a low level of higher-order cognition.There is a phenomenon of mechanical memory and formula application in the learning of functional symmetry.Students of different grades have different levels of higher-order cognition of functional symmetry.There is no significant difference between students of different genders in each cognitive dimension.(2)The level of non-cognitive factors of high school students is low;Attitude has the greatest influence on students’ mathematics learning,and emotional emotion is the weakest;There are only significant differences in the dimensions of emotion and will between students of different genders;There are significant differences in willpower and personality among students of different grades;Some students have resistance and fear of difficulties in mathematics learning;Non-cognitive factors have a significant impact on academic performance,and learning motivation has the greatest impact on academic performance.(3)The research on deep teaching by frontline teachers is not systematic enough.Although it emphasizes that deep teaching should reveal the essence of concepts,there is a lack of practice and research to implement deep teaching throughout the entire teaching process;In order to realize the deep mining of function symmetry,teachers will emphasize the use of inquiry problems to break through difficulties when designing function parity teaching.Based on the conclusions and information obtained from literature analysis and research,two in-depth teaching design cases have been made for readers’ reference.(1)Based on the deep learning theory and the advance organizer theory,this paper made a case of teaching design for the new knowledge course of function parity.Starting from the essence of function symmetry,following the logic and systematicness of function symmetry knowledge,it designed and explored the problem of even function within mathematical knowledge,explored the definition of odd function with the research process and method of even function as the paradigm,and compared the similarities and differences of concepts to promote the occurrence of students’ deep learning.(2)Based on the problem driven teaching theory,this paper made a case of extensive in-depth teaching design of parity of functions,starting from translation,to find the demand points for studying the symmetry characteristics of general functions,to find the obstacles in the formation of functional symmetry according to the theorem,to dig out the problem points in the process of concept formation,to solve the obstacles encountered by students in teaching through stepped questions and questioning,and to improve students’ cognitive structure of functional symmetry,Promote students’ deep thinking.