在函数概念新授课的教学中,学生在自我经验的基础上,通过心理构建得到了函数的定义,接着是函数概念运用的教学环节.在这一环节的教学中,教师设计例题要注意函数概念运用水平的渐进性,首先是具体辨别水平的运用,然后再转入思维水平上的运用,包括对函数概念建立的反思,运用函数概念解决实际问题等,最后形成函数概念的图式.我们也可以从图式的视角来分析函数概念运用的教学环节.当学生经历函数概念的 In the teaching of the new concept of function, the students obtain the definition of the function through psychological construction on the basis of self-experience, followed by the teaching link of the application of the function concept. In this link teaching, the teacher design example should pay attention to the function concept. The progressiveness of the level of use, first of all, the use of specific levels of discrimination, and then transferred to the use of the level of thinking, including the reflection on the establishment of the concept of the function, the use of the concept of functions to solve practical problems, and finally the formation of the functional concept of the schema. We also From the perspective of schemata, it is possible to analyze the teaching of the application of functional concepts. When students experience functional concepts