A Research On Function Concept Cognition Barrier Aiming At Students With Difficulties In Mathematics Study In High School

In the last few years, mathematics study difficult student question receives social more and more attention, the domestic and foreign scholars study the number sleepy fresh education question the research paper to be many, the research emphasis point are also many, has the research mathematics study difficult student's psychology, the interest, the cognition factor, also to have research mathematics study difficult student's problem solving ability, study difficult reason and so on. At the same time, discovered from the existing material that are quite many about the pass student in the function concept learning barrier's research, but are quite few to the mathematics study difficult student in the function concept aspect's deep research. This research through and measures the examination paper to high one and the high three each 120 mathematics study difficult student's questionnaire survey, understood that mathematics study difficult student's study habits and study method, high one and high three mathematics study difficult student to function concept cognition level difference, then seeks for the high school mathematics study difficult student the cognition barrier which and the reason exists in the function concept.The research obtains: 1st, looking from a concrete function concept's knowledge aspect, mathematics study grasps not well difficultly, has the barrier mainly to have:(1) The understanding only pauses to the function in the concrete function and formally, or is only pauses in the function surface, understands the abstract function symbol accurately with difficulty;(2)In the function three expression method, to is uncommon, except, two times, inverse proportion function and so on, understands the analysis formula law accurately with difficulty; Also is only floats to the function image's understanding in the surface, causes the function the analysis formula and the image isolated treatment;(3)Cannot read topic Italy, displays in does not understand to the symbolic language expression formula or is the function which expressed to the image did not understand, has to mathematical linguistics' comprehension faculty is short of;(4) The function concept's related knowledge is deficient, function synthesis application ability is low, causes not to be able to read topic Italy, obtains without knowing where to begin.2 Causes the mathematics study difficult student to present the cognition barrier in the function concept aspect the reason mainly to have the following three aspects:(1) The number lives the question which sleepily own aspect exists: Like study interest, study method, study habits and so on(2) The junior middle school function foundation is not solid;(3) The number lives sleepily in the function concept understanding has the barrier the reason:①Function concept's complexity②Mathematical linguistics understanding barrier③Mathematics thought barrier: It contains mathematics thought narrowness, mathematics thought superficial, the mathematics thought stereotypical three aspects;④The concrete function prototype limited the student to understand thoroughly to the function ⑤To the life in or actual problem's functional relations insensitive(4) From the Yuan cognition angle analysis mathematics study difficult student barrier reason3 which exists in the function concept learning, high one and high three student function concept cognition barrier comparison resultThe high three mathematics study difficult student in the function mark attribute application aspect, asks the function the value territory aspect and the function three essential factors; Regarding function independent variable understanding; In certain regarding needs to transform or is the conic type equation which slightly in the analytic geometry appears; Regarding the map-read recognition capability, which, two as well as the student is familiar with or inverse proportion function image and so on aspect scaled height of burst numbers lives sleepily grasps is friends with.4 front the basis the mathematics study difficult student presents the cognition barrier in the function concept aspect the primary cause, gives the following dealing with strategy:(1) The research method instruction, establishes foundation which the student lifelong studies(2) Mathematics study interest raise(3) To pay great attention the personality mold(4) To treat the number to live sleepily must have patience(5) not to progress for the purpose of the consolidation exercise and the appropriate leak filled as foreshadowing(6) special memory method to teach students(7) implementation of the "also class" teaching, the number of poor students to promote the cultivation of the ability to reflect...