对于21世纪的老师尤其是数学老师来说，如何在课堂授课过程中合理有效的使用信息化教学工具，并使学科工具的功能最大化，是当今教师面临的重要课题。 高中生函数概念水平的发展存在着不一样的年龄特征，学生接受的教育内容显著影响其概念水平的发展，教师在授课过程中，往往生硬地把函数分为“一个定义，三项注意”推给学生，使原本抽象、严谨和形式化的函数概念愈加难以理解。基本初等函数是高中生最初接触的函数，其中最主要的是应用所蕴含的数学思想，如分类讨论、数形结合、化归转化等，是学生较难以掌握的知识点。GeoGebra软件兼有几何、代数、概率与统计、微积分等强大功能，是一款非常适合高中生数学教学演示、师生互动交流、学生自主探究的动态几何软件。使教师能对学生一手抓性质、一手抓图像，通过数形结合培养学生灵活解题的能力。本文使用GeoGebra软件在建构主义学习理论、数学多元表征理论、脚手架、最近发展区理论、行为主义学习理论的指导下开展教育实践研究。 本研究通过查阅和收集文献资料，归纳GeoGebra的主要功能和特点。在GeoGebra软件的相关研究和理论基础之上，基于此设计教学案例并将其应用于高一课堂的教学。本文通过问卷调查并实施教学案例，了解嘉兴某高中学校使用软件辅助教学的情况，总结出学生对使用GeoGebra软件辅助教学有浓厚兴趣，并希望在以后的教学过程中能够多多使用GeoGebra软件，并希望能亲身参与软件操作当中。 本研究主要集中于以下几个方面： 第一章介绍研究背景、意义、方法，并提供本论文所立足的的理论依据；第二章阐释GeoGebra的功能特点及其在国内外数学教学中的研究现状；第三章主要分析GeoGebra辅助高中函数教学的优势，以及当前教师教学、学生所学情况的分析；第四章基于GeoGebra软件设计符合新课标要求的基本初等函数的教学设计，并将其应用于课堂实践之中；第五章是学生前后测成绩及调查问卷的分析整理；第六章对所有研究工作进行总结，并指出局限之处。 本研究结论包括以下：（1）GeoGebra便于教师设计课堂教学案例（2）GeoGebra有利于学生掌握知识点，萌发学习数学的兴趣（3）GeoGebra软件能够有效提高课堂效率，改善函数课堂的教学现状。

For teachers, especially mathematics teachers in the 21st century, how to use the information-based teaching tools reasonably and effectively in the classroom teaching process to maximize the function of the subject tools is an important subject teachers are facing today. The development of high school students' concept of Function is characterized by age, which is also especially decided by education content internalized. In the course of teaching, the teachers often define the Function into "one definition, three attentions". However the concept is abstract, rigorous, and formalized, which is increasingly difficult for the students to understand. As the first-learned functions for high school students, the basic elementary functions whose mathematical ideas contained in the application are classification discussion, combination of numbers and forms, transformation and transformation, etc., are difficult points for students. GeoGebra software, combining the powerful functions of geometry, algebra, probability and statistics, calculus, is a dynamic geometry software that is very suitable for mathematics teaching demonstration in high school, teacher-student interaction and student self-exploration. It enables the students to grasp the nature and the images and to cultivate the students' ability to solve problems flexibly through the combination of numbers and shapes. This thesis employs GeoGebra software to conduct education empirical research under the guidance of constructivism learning theory, mathematical multi-representation theory, scaffolding, recent development zone theory, and behaviorist learning theory. This study summarizes the main functions and features of GeoGebra by reviewing and collecting literature. Based on the relevant research and theory of GeoGebra software, the teaching designs are applied to the high school class. This paper investigates and implements teaching cases to understand the usage of software-assisted instruction in a high school in JiaXing, and concludes that students, having a strong interest in using GeoGebra software-assisted instruction, hope to use GeoGebra software in the future teaching process, and participate in software operation in person. The research content mainly focuses on the following aspects: The first chapter introduces the research background, meaning and method, and provides the theoretical basis of the thesis. The second chapter explains the functional characteristics of GeoGebra and its research status in mathematics teaching at home and abroad. The third chapter mainly analyzes GeoGebra auxiliary high school, the advantages of function teaching, as well as the current analysis of teachers' teaching and students' learning; the fourth chapter is presents the basic elementary function teaching designs based on GeoGebra software which meets the requirements of the new curriculum standard, and is to be applied to classroom practice; chapter 5 deals with the analysis of the students' pre-test scores and questionnaires; the sixth chapter summarizes the whole research and points out the limitations of the research. This research focuses on the following aspects: (1) GeoGebra is convenient for teachers to design classroom teaching cases (2) GeoGebra is conducive to students mastering knowledge points and germination of interest in learning mathematics. (3) GeoGebra software can effectively improve classroom efficiency.