【摘要】：如何把初高中關(guān)于函數(shù)的教學(xué)連接起來,是高中教學(xué)過程中一個關(guān)鍵的環(huán)節(jié),函數(shù)版塊一直在高中教學(xué)中扮演著重要的角色,它的地位舉足輕重,其重要性是不可忽視的,它貫穿于整個中學(xué)數(shù)學(xué)的始末,是連接多種知識思維的橋梁。對于函數(shù)的關(guān)鍵性和多面變化性,本文把初高中學(xué)習(xí)特點、函數(shù)的概念、各自的教學(xué)目標(biāo)進(jìn)行比較,對初高中數(shù)學(xué)函數(shù)部分課本內(nèi)容進(jìn)行了分析研究,從而尋找出初中和高中老師在教學(xué)方式以及初高中學(xué)生學(xué)習(xí)方法上的不同之處,研究摸索出初高中函數(shù)教學(xué)方面的銜接策略,更深層次地剖析在初高中的函數(shù)教學(xué)過渡中,所產(chǎn)生的種種變化。函數(shù)是高中數(shù)學(xué)學(xué)習(xí)的重要組成部分,可以說我們在高中學(xué)數(shù)學(xué)時,會經(jīng)常和函數(shù)打交道。函數(shù)涉及的內(nèi)容在高中數(shù)學(xué)教材中占有很大的比例,在研究它的時候,往往會把它和方程、不等式、數(shù)列等知識點聯(lián)系起來,甚至它還會與導(dǎo)數(shù)、微積分、解析幾何聯(lián)系起來。作為高一的新生經(jīng)常會因為跟不上高中數(shù)學(xué)學(xué)習(xí)的腳步,而把初高中的函數(shù)知識分隔開來,沒有認(rèn)識到它們之間的聯(lián)系,也沒有發(fā)現(xiàn)它們之間的差異,從而找不到好的解決方法,給自己的學(xué)習(xí)造成了很大的障礙。本文滲透了初高中函數(shù)教學(xué)銜接的意義,敘述了初高中學(xué)生學(xué)習(xí)數(shù)學(xué)的特點及區(qū)別,分析了初高中數(shù)學(xué)課本對函數(shù)的不同要求以及函數(shù)的概念和性質(zhì)的不同之處,并重點討論了初高中函數(shù)教學(xué)銜接的策略,在具體的操作方法中輔之以具體實例,展現(xiàn)了初高中函數(shù)教學(xué)內(nèi)在的連續(xù)性與遞進(jìn)性,切實可行。最后在結(jié)束語部分對整篇文章進(jìn)行了總結(jié),并提出了筆者的期待,同時也對本文存有的不足之處進(jìn)行了歸納。
[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.
【學(xué)位授予單位】：廣州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 楊平榮;;對數(shù)形結(jié)合思想在初中函數(shù)教學(xué)中的作用探討[J];學(xué)周刊;2013年22期

2 黃險峰;昌明;;高一函數(shù)教學(xué)中“關(guān)鍵節(jié)點”的處置[J];數(shù)學(xué)通報;2013年03期

3 薛鋒林;;論新課改背景下初高中數(shù)學(xué)的銜接問題[J];科技創(chuàng)新導(dǎo)報;2011年15期

4 李吉寶;;數(shù)學(xué)概念教學(xué)應(yīng)該幫助學(xué)生形成七種數(shù)學(xué)觀念[J];數(shù)學(xué)教育學(xué)報;2011年02期

5 鄧勤;;新課程背景下初高中數(shù)學(xué)教學(xué)的有效銜接——從函數(shù)概念的教學(xué)談起[J];數(shù)學(xué)通報;2011年02期

6 金文媛;;二次函數(shù)初高中教學(xué)的重要銜接點[J];新課程學(xué)習(xí)(下);2011年02期

7 張寧;;初高中數(shù)學(xué)教學(xué)銜接初探[J];教育教學(xué)論壇;2010年24期

8 張中發(fā);;新課標(biāo)背景下初高中數(shù)學(xué)銜接教學(xué)的調(diào)查與分析[J];中學(xué)數(shù)學(xué)教學(xué);2009年04期

9 王淑英;;談初高中數(shù)學(xué)教學(xué)銜接中的四大差異[J];新課程(教研版);2009年07期

10 鄭玲薇;;新課程背景下初高中數(shù)學(xué)銜接的實踐反思[J];數(shù)學(xué)學(xué)習(xí)與研究(教研版);2008年10期

相關(guān)碩士學(xué)位論文 前7條

1 裴潔;新課程背景下初高中數(shù)學(xué)教學(xué)過渡問題研究[D];陜西師范大學(xué);2013年

2 曹靜慧;初高中函數(shù)教學(xué)銜接研究[D];內(nèi)蒙古師范大學(xué);2013年

3 何宗根;初高中函數(shù)教學(xué)銜接研究[D];陜西師范大學(xué);2012年

4 于萍;初高中函數(shù)教學(xué)內(nèi)容銜接的案例分析[D];天津師范大學(xué);2012年

5 關(guān)曉貞;新課程下初中和高中函數(shù)概念教學(xué)銜接的研究[D];首都師范大學(xué);2009年

6 張姿;新課程標(biāo)準(zhǔn)下數(shù)學(xué)教師如何做好初、高中教學(xué)的過渡[D];首都師范大學(xué);2009年

7 陳燕;初、高中數(shù)學(xué)教學(xué)的銜接問題研究[D];東北師范大學(xué);2007年

，

本文編號：2496967