Research On Problem-Driven Logarithmic Function Instructional Design

The Curriculum Standard of Mathematics for ordinary High School(2017Edition,2020 revision)emphasizes that in mathematics teaching activities,it is not only necessary to create appropriate teaching situation,but also to put forward appropriate mathematical problems,which is the essence of problem-driven mathematics teaching.Logarithmic function is an important part of high school mathematics curriculum,and is also a common knowledge point in the college entrance examination.Therefore,this study takes logarithmic function in high school as an example to design a problem-driven teaching process,aiming at understanding the current teaching status and providing teaching design of logarithmic function for front-line teachers.This study adopts Freudenthal’s educational thoughts,the zone of proximal development theory and SOLO classification theory,and uses three methods:Literature Review,Questionnaire and interview.Firstly,a questionnaire survey was conducted on all the students enrolled in a school in 2021 to understand the students’ mastery of logarithmic function.Three front-line teachers with more than 15 years of teaching experience were interviewed to understand the current "teaching" status of teachers.Secondly,the problem-driven teaching should follow the principle of mathematics,combine reality with the principle of guided re-creation,and design the teaching process of logarithmic function by combining the status quo,principles and links of teaching with the four links of situation creation,problem analysis,problem solving and consolidation and application.Finally,through the interview results of three front-line teachers to revise and improve,to determine the feasibility of teaching design.Through the analysis of the results of interviews with teachers again,it is found that the problem-driven instructional design is suitable for the teaching of logarithmic function,which helps teachers to design the instructional design that is conducive to students’ exploration of the hidden thought methods behind knowledge,forming good thinking habits.