摘 要：函数是高中数学的主要内容，函数及函数思想贯穿高中数学课程的始终；函数概念是中学数学的核心概念，由于函数概念的高度抽象性和复杂性，函数概念也是中学数学教学的一个难点。 20世纪80年代以来 ，世界各国掀起了新一轮的课程改革。在这样的国际大背景下，我国也开始了新一轮的基础教育改革，制定了《普通高中数学课程标准（实验稿）》。 在“课标新教材”中，函数这部分内容在理念、立意、内容结构和处理方式上都发生了很大变化，这就要求一线的数学教师，在课程理念的指导下，从课程内容比较入手，分析、思考、实践如何将新的理念落实到具体的教学实践中。本文以数学概念学习理论为依据，以“课程标准”为准绳，对函数概念的认知、函数内容的编排体系进行了分析。函数概念认知方面主要从以下几个方面进行了分析：（1）函数概念的认知基础(知识基础、思维基础)，（2）函数概念认知困难分析（函数符号的“隐蔽性”、函数表征的多样性），（3）函数概念认知的过程性与结构性。在函数内容编排体系方面：（1）函数章节内容中课程理念的体现（数学文化的渗透、信息技术的应用），（2）函数内容处理方式上的分析（背景性、问题性、核心性、应用性、对函数图像、图表的重视）。最后通过一个教学案例及教学反思，说明自己在函数概念教学中对教材内容的处理及课程理念的体现（实例的选取、学生的参与、教师的引导、信息技术的应用、数学文化的渗透）。

ABSTRACT：Function is one main part of mathematics curriculum in senior high school. Function and function idea run through this curriculum all along, function concept is a core concept and also a difficult point in teaching owing to its high abstractness and complexity.Since 1980s, countries around the world set off a new round of curriculum reform. Against this background, our country also started to reform basic education and enacted the“Mathematics Curriculum Standards of Senior High Schools (Draft)”.In “textbooks for new standard”, the content about function changes greatly in ideas,structure and treatments. This demands the mathematics teachers to analyze, consider and practice how employ the new ideas in teaching directed by new ideas and started from comparing course content. Based theory about mathematical concept learning, guided by “Course standard”, this research analyzed the cognition offunction concept and arrangement of function content. For cognition of function concept, three aspects were mainly considered: 1) Cognitive basis (knowledge base and thinking base), 2) Where the shoe pinches (stealthiness of function symbol and multiformity of function representation), 3) Process and structure of cognition. Around arrangement of content, two aspects were analyzed: 1) Embodying curriculum ideas into teaching contents (diosmosis of mathematics culture and utilization of information technology), 2) Treatment of teaching content (background, question, core, application, emphasizing function graph and function table, etc.). In the end, through a teaching case and rethinking to it, discussed how I treated teaching content and how I reflected curriculum ideas in teaching function concept (selecting living example, students participating, teacher guiding, utilizing information technology, diosmosing mathematics culture).