Research On The Cloud Model Of Interactive Behavior In The Concept Of Function In Grade 7-9

Function is the basic concept to describe movement,change,many concepts in mathematics are either derived from it,or commanded by it,throughout the nearly 100 concepts in secondary school textbooks,function occupies an important position in mathematics education,but it is one of the most difficult concepts for students.Therefore,the teaching of the concept of function has become a hot issue in the study of mathematics in secondary schools.Based on literature analysis,it is found that the research on the concept of function mostly focuses on teaching design,investigation of teaching status,analysis of the causes of learning difficulties,teaching countermeasures,etc.,and the teaching behavior of function concept courses is less researched,and the research is mostly focused on the concept of a specific function,and the research on the concept of function involved in the entire mathematics education system of grades 7-9 is only a few.Based on literature analysis,this study constructs the teaching interactive behavior observation scale of function concept courses in grade 7-9,takes the teaching videos of 20 high-quality function concept courses on the national education public service platform as the research object,uses the self-developed "cloud analysis" software,and uses the "cloud model" analysis method of teaching behavior to conduct quantitative and qualitative research on the teaching interactive behavior of the selected lessons,and then discovers the characteristics of the teaching interactive behavior of the concept class of function in grade 7-9,and enhances the scientific nature of the concept classroom evaluation of function in grade 7-9.to provide certain reference and guidance for the professional development of mathematics teachers,especially the teaching skills training of pre-service teachers.The results show that:(1)teacher-led,students’ independent learning is easy to promote the generation of students’ function concepts;(2)the blended teaching mode is easy to run aground the depth of teaching interaction;(3)students’ creative responses can break into the field of functional dialectical thinking;(4)High-density classroom information is easy to trigger students’ brainstorming,and then construct the concept of function;(5)The teacher’s high-level classroom control level improves the classroom teaching efficiency of the function concept.