Research on the Instructional Design of “Concept of Function” Based on Problem-Based Learning

在传统概念教学中，学生的参与程度较低、教师重记忆而轻理解、教学活动缺乏挑战性与趣味性，导致学生对概念的理解不够深入。因此，文章以“函数的概念”教学为例，应用问题驱动教学法，变被动接受为主动探究、以问题引导学生自主构建知识、借助问题情境帮助学生把握概念本质，这种方式不仅顺应了学生的认知发展规律，也贴合了知识本身的发展脉络，有助于学生深刻理解和掌握函数的概念。In traditional conceptual teaching, students’ participation is low, teachers emphasize memorization rather than understanding, and teaching activities lack challenge and interest, which leads to students’ lack of in-depth understanding of concepts. Therefore, this paper takes the teaching of “the concept of function” as an example, and applies the Problem-Based Learning to change passive acceptance into active exploration, guide students to construct knowledge independently with problems, and help students grasp the essence of the concept with the help of problematic situations, which not only conforms to the law of cognitive development of students, but also fits in the development of knowledge itself, and helps students to deeply understand and master the concept of function.