数学多元表征学习理论下的初中教学设计——以函数为例摘要 通过学生问卷调查，发现初二的学生由于刚接触函数，对函数的概念能详细的描述出来.但是因为函数概念的抽象性和函数表达式的多样化，无法灵活地运用概念去解决实际问题.初三的学生，直接从各种题目训练里去理解函数的概念，那么他们对函数概念内容描述大部分通过举例子或是对其他数学知识的应用.根据对教师的课堂观察，发现教师们注重对函数概念知识的应用，对函数概念教学内容较少，不能使学生在理解函数概念基础上去进行实际问题的解决.结合数学多元表征给出如下教学意见：（1）多样化教学引入，积极引导学生参与教学活动（2）以学生为中心，自己抓住函数概念的关键点（3）层层深入，学生用函数概念知识问题解决.并附上有关函数概念和一次函数的实际案例.关键词 数学多元表征 函数概念 一次函数 教学设计Junior High School Teaching Design Based on Mathematics Multiple Representation Learning Theory-Taking Function as an ExampleAbstract In this paper, the current situation of functional concept learning was investigated in junior middle school based on students through questionnaire. According to the analysis of the investigation, it was found that the second grade of junior school students could describe the concept of the function clearly because they have just learned the function recently. However, due to the abstraction of function concepts and the diversity of function expressions, practical problems can’t be solved flexibly if they merely know the concept of function. While the students in grade three, who grasp the meaning of function directly from the practice of solving various problems, can describe the concept of function through concrete examples or other applications of function.Through class observation,teachers usually focus more attention on teaching the application of function, and less on the concept of function. Therefore, Based on the multiple representations of mathematics, the foll...
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