关于函数在初高中教学衔接中的研究
发布时间：2019-06-11 03:17
【摘要】：如何把初高中关于函数的教学连接起来,是高中教学过程中一个关键的环节,函数版块一直在高中教学中扮演着重要的角色,它的地位举足轻重,其重要性是不可忽视的,它贯穿于整个中学数学的始末,是连接多种知识思维的桥梁。对于函数的关键性和多面变化性,本文把初高中学习特点、函数的概念、各自的教学目标进行比较,对初高中数学函数部分课本内容进行了分析研究,从而寻找出初中和高中老师在教学方式以及初高中学生学习方法上的不同之处,研究摸索出初高中函数教学方面的衔接策略,更深层次地剖析在初高中的函数教学过渡中,所产生的种种变化。函数是高中数学学习的重要组成部分,可以说我们在高中学数学时,会经常和函数打交道。函数涉及的内容在高中数学教材中占有很大的比例,在研究它的时候,往往会把它和方程、不等式、数列等知识点联系起来,甚至它还会与导数、微积分、解析几何联系起来。作为高一的新生经常会因为跟不上高中数学学习的脚步,而把初高中的函数知识分隔开来,没有认识到它们之间的联系,也没有发现它们之间的差异,从而找不到好的解决方法,给自己的学习造成了很大的障碍。本文渗透了初高中函数教学衔接的意义,叙述了初高中学生学习数学的特点及区别,分析了初高中数学课本对函数的不同要求以及函数的概念和性质的不同之处,并重点讨论了初高中函数教学衔接的策略,在具体的操作方法中辅之以具体实例,展现了初高中函数教学内在的连续性与递进性,切实可行。最后在结束语部分对整篇文章进行了总结,并提出了笔者的期待,同时也对本文存有的不足之处进行了归纳。
[Abstract]:How to connect the teaching of function in junior and senior high school is a key link in the process of high school teaching. Function version has always played an important role in high school teaching. It plays an important role and its importance can not be ignored. It runs through the beginning and end of mathematics in the whole middle school and is a bridge connecting a variety of knowledge and thinking. For the key and multifaceted variation of function, this paper compares the learning characteristics of junior and senior high school, the concept of function and their teaching objectives, and analyzes and studies the contents of some textbooks of mathematics function in junior and senior high school. In order to find out the differences between junior middle school and senior high school teachers in teaching methods and learning methods of junior and senior high school students, study and find out the cohesion strategies in junior and senior high school function teaching, and deeply analyze the transition of function teaching in junior and senior high school. The changes that have taken place. Function is an important part of high school mathematics learning, it can be said that when we study mathematics in high school, we often deal with functions. The content of function accounts for a large proportion in the high school mathematics textbook. When studying it, it is often related to the equation, inequality, sequence of numbers and other knowledge points, and even to derivative, calculus and analytic geometry. As freshmen in senior high school, they often separate the functional knowledge of junior and high school because they can not keep up with the pace of high school mathematics learning, and do not realize the relationship between them, nor do they find the differences between them. Therefore, can not find a good solution, to their own learning caused a great obstacle. This paper permeates the significance of the connection of function teaching in junior and senior high school, describes the characteristics and differences of learning mathematics among junior and senior high school students, and analyzes the different requirements for function and the differences in the concept and nature of function in junior and senior high school mathematics textbooks. This paper also focuses on the strategy of function teaching connection in junior and senior high school, supplemented by concrete examples in the concrete operation method, which shows the inherent continuity and progressiveness of function teaching in junior and senior high school, which is feasible. Finally, in the conclusion part, the whole article is summarized, and the author's expectations are put forward, and the shortcomings of this paper are also summarized.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2496967
[Abstract]:How to connect the teaching of function in junior and senior high school is a key link in the process of high school teaching. Function version has always played an important role in high school teaching. It plays an important role and its importance can not be ignored. It runs through the beginning and end of mathematics in the whole middle school and is a bridge connecting a variety of knowledge and thinking. For the key and multifaceted variation of function, this paper compares the learning characteristics of junior and senior high school, the concept of function and their teaching objectives, and analyzes and studies the contents of some textbooks of mathematics function in junior and senior high school. In order to find out the differences between junior middle school and senior high school teachers in teaching methods and learning methods of junior and senior high school students, study and find out the cohesion strategies in junior and senior high school function teaching, and deeply analyze the transition of function teaching in junior and senior high school. The changes that have taken place. Function is an important part of high school mathematics learning, it can be said that when we study mathematics in high school, we often deal with functions. The content of function accounts for a large proportion in the high school mathematics textbook. When studying it, it is often related to the equation, inequality, sequence of numbers and other knowledge points, and even to derivative, calculus and analytic geometry. As freshmen in senior high school, they often separate the functional knowledge of junior and high school because they can not keep up with the pace of high school mathematics learning, and do not realize the relationship between them, nor do they find the differences between them. Therefore, can not find a good solution, to their own learning caused a great obstacle. This paper permeates the significance of the connection of function teaching in junior and senior high school, describes the characteristics and differences of learning mathematics among junior and senior high school students, and analyzes the different requirements for function and the differences in the concept and nature of function in junior and senior high school mathematics textbooks. This paper also focuses on the strategy of function teaching connection in junior and senior high school, supplemented by concrete examples in the concrete operation method, which shows the inherent continuity and progressiveness of function teaching in junior and senior high school, which is feasible. Finally, in the conclusion part, the whole article is summarized, and the author's expectations are put forward, and the shortcomings of this paper are also summarized.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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