Survey And Analysis Of Vocational College Students' Definite Integral Learning

When it comes to the vocational college mathematics teaching, an unsatisfactory outcome has arisen owing to such factors as the specialty of the students, the poor teaching and learning environment, the dated teaching methods and marginalized means of teaching assessment. Therefore, how to change this teaching status quo relies heavily on our integrated consideration and comprehensive adjustment. The focus of the probe is on definite integral without considering the objective factors. A survey has been conducted to learn the status quo of mathematics teaching, and to analyze students' cognitive process, cognitive features and cognitive rules based on the theory of mathematical understanding. Accordingly, the thesis finally finds out the causes and puts forward some suggestions.The thesis is theoretically grounded upon the mathematical understanding and mathematical concept image. They are integrated because they are the scientific concepts under the construction of meaning. However, mathematical understanding is explicit in that it stresses the explanation and deduction of mathematical problems from a macroscopic perspective, whereas mathematical concept image is implicit in that it emphasizes on the micro-psychological characteristics concerning the comprehension of mathematical concepts. It follows that the former is concrete and rich in levels while the latter is exceptionally comprehensive. As far as the comprehension of the concept of definite integral is concerned, both of them can be harmoniously integrated so that they can possibly play a guiding role in helping students understand the concepts in a scientific and rational way.By consulting some related literature and reflecting on other experts' analyses and research findings of teaching definite integral, we come up with some ideas combined with our own teaching experience. By means of questionnaires and testing, the thesis attempts to explore and analyze the students' cognitive process and the related factors which affect their learning.The thesis is centered on the status quo of the comprehension of definite integral based on certain statistics with the aid of statistical software and statistical theories. Firstly, we evaluate students' actual performance of learning definite integral from the following aspects: their learning interest, the comprehension of the concept, calculation and application of definite integral. Then, a comparison is made regarding their learning of each part, which leads to a final analysis of the different factors of learning definite integral.Meantime, according to the related theories, the thesis further analyzes the learning process of the concept of definite integral, thus leading to the analysis of cognitive process of learning the concept of definite integral of individual students from their understanding of the classification of the concept to the difference analysis of different factors to the analysis of related factors affecting their learning.The thesis endeavors to explore the status quo, learning rules and cognitive obstacles of learning mathematics in vocational colleges via definite integral with a view to attaching much importance to mathematics teaching at vocational colleges and finally finding a suitable way of learning mathematics on the basis of students' cognitive features.