数学多元表征学习理论下的初中教学设计–以函数为例

Junior High School Teaching Design Based on Mathematics MultipleRepresentation Learning Theory-Taking Function as an ExampleAbstract In this paper,the current situation of functional concept learning was investigated injunior middle school based on students through questionnaire.According to the analysis of theinvestigation,it was found that the second grade of junior school students could describe theconcept of the function clearly because they have just learned the function recently.However,dueto the abstraction of function concepts and the diversity of function expressions,practicalproblems can't be solved flexibly if they merely know the concept of function.While the studentsin grade three,who grasp the meaning of function directly from the practice of solving variousproblems,can describe the concept of function through concrete examples or other applicationsof function.Through class observation,teachers usually focus more attention on teaching theapplication of function,and less on the concept of function.Therefore,Based on the multiplerepresentations of mathematics,the following suggestions are given:(1)Diversified teaching isintroduced,and teaching activities are actively participated by students.(2)Taking students as thecenter,the key points of function concept are mastered by students.(3)In-depth,functionalconcept knowledge is mastered and applied by students to solve problems.Practical casesconcerning the concept of functions and primary functions are attached.Key words multiple representations of mathematics function concept linear functioninstructional design