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With the arrival of the information society, information technology education to produce a revolutionary impact. Currently, the countries of the world are vigorously promote education information. Information technology into teaching, teaching methods, teaching methods, teaching style, classroom teaching structure have undergone profound changes. The mathematics curriculum education reform has been carried out in most of the provinces and autonomous regions in China, provide guidance and an opportunity for the development of integration of information technology and mathematics courses. Mathematics curriculum standards in one of the basic idea is to focus on the integration of the information technology and mathematics courses \High school math students entering high school contact high school mathematics books, learning the successful completion of the phase transition from the junior high school math to high school math students. Function as math core content, with subsequent learning content, such as equations, inequalities, number of columns, and so closely linked to function thought of as the important thinking of a solution to a mathematical problem, the main line of the high school mathematics throughout high school mathematics learning always. At the same time, is also an important foundation of the University of mathematical learning. Learn the function of strategic importance to the high school mathematics learning. Taught mathematics (person B version) as the carrier, to study the integration of information technology and high school mathematics curriculum. In this paper, the theoretical study law as well as empirical research method to study the integration of information technology and high school mathematics curriculum, mainly from the following aspects: First, the analysis of the status of the domestic and foreign information technology and mathematics curriculum integration, so that the research on the topic, a broad of the epistemology background. Second, given the IT and high school mathematics curriculum integration of the theoretical basis of the research, including the integration of information technology and mathematics curriculum theory, cognitive learning theory, constructivist theory, the theory. Again, make a specific analysis of the status of information technology and mathematics curriculum integration, the manifestation of the high school math curriculum standards in IT, Mathematics 1 textbook, teachers in the use of information technology in the book, through questionnaires of teachers practical evaluation with the courseware and teaching materials, and the use of questionnaires and classroom observation method to study the use of information technology in the mathematics classroom teaching, and further integration of mathematical activity teaching in information technology and mathematics courses, mathematics curriculum standards, textbooks in mathematics activities reflected the reality of teaching in mathematics activities teaching status, based on IT teaching of math activities to carry out other aspects of the contents. Next, the above analysis and research embodied, given the integration of IT and high school math, including the recommendations of the curriculum design, courseware design proposals, teaching math activity suggestions, and analyze mathematical network courses constructed principle, the characteristics of the system configuration, and network courses. Finally, given the case based IT mathematical exponential function design, including the design of teaching materials, classroom instructional design and courseware design.
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