一、教学目标:在实践层面合理调整高中数学“函数的单调性”的教学过程是这样的:教师引导学生观察一次函数、反比例函数、二次函数等的图像后,给出了函数的单调性等概念,然后组织学生根据图形找出单调区间,运用概念对一些简单函数的单调性做出判断,有位教师甚至把函数的四则运算的单调性和复合函数的单调性在本节课都进行了渗透。从教的角度评析这几节课都很到位,但从学的视角去评价我们就会发现:教师为了营造轻松愉快的课堂气氛,注重了学生学习兴趣的培养,但过于心切,总想尽快地“直奔主题”把主要内容教授完后进行习题训练;而让学生经历实践、猜想、发现、失败、碰壁等得出概念的 First, the teaching objectives: In the practical level of reasonable adjustment of high school mathematics “monotonicity ” teaching process is this: the teacher to guide students to observe the primary function, inverse function, quadratic function and other images, gives the function Monotonicity and other concepts, and then organize students to find monotonous intervals according to the graph, the concept of the monotony of some simple functions to make judgments, a teacher even the monotonic function of the four operations and monotonicity of the composite function in this lesson Have been infiltrated. Judging from the teaching point of view these sections are in place, but from the perspective of learning to evaluate we will find: Teachers in order to create a relaxed and happy classroom atmosphere, focusing on the development of students’ interest in learning, but too eager to always want to “Go straight to the subject,” the main content taught after the exercise training exercises; let students experience practice, conjecture, discovery, failure, run into the wall and other concepts