Experimental Study Of The Dependence Junior High School Mathematics Teaching Strategy

The thesis based on the consulting of large quantity of documentary materials, finds two different conclusions. Some studies believe that the students who do well in mathematic are field-independence cognitive style, while other studies believe that the mathematic mark of students with different cognitive styles are undifferentiated. We think that the cognitive characteristics of field-dependence students are unsuitable for the study of mathematic, comparing with field-independence students, but because cognitive is only a style of curing information, so if the teachers can offer some suitable mathematic teaching strategies to field-dependence students, their mark will be improved.The study of mathematic is not only relate to cognitive factors-sense, memory, thinking, etc, and uncognitive factors-emotion, motivation, etc, but also relate to metacognition. So we research the differences of field-dependence students and field-independence students on mathematic study from cognitive factors, uncognitive factors and metacognitive. Then we frame some mathematic teaching strategies:1. cognitive strategies: conversing information, lightening onus of processing, the training of changing form2. uncognitive strategies: using the function of emotion, inspiring motivation of study.3. metacognitive strategies: the knowledge of metacognition, juche activity, strengthening teaching of mathematic thoughtway, cultivating the consciousness and skill of proving, cultivating the consciousness of appraise.Based on these strategies, we put forward some material teaching measures, carry through experiment, and obtain some effect:1. the mathematic marks of field-dependence student are heightened distinctly.2. the mathematic marks of field-independence students and field-middle student are not effected disadvantageously.