Senior High School Students, "" Derivative And Its Application Study Of Learning Disabilities

Derivative as an important part of calculus, occupying a pivotal position inpeople’s lives. With the new round of curriculum reform, the high school mathelective series make a new adjustment in the chapter of "Derivative and its application". Taking into account the understanding of the law of development of the high schoolstudents, students in order to fully grasp the concept of the derivative and flexibleusing it, there must be a certain degree of difficulty. Therefore, it is very urgent toemploy the reasonable methods of teaching and organize the teaching content.The question in this article is: What is the problem in High School studentswhen they learning derivatives and its application? Which obstacles of mathematicallearning cause these problems? What should teachers do to help students overcome allobstacles in the teaching of Derivative?On the basis of the investigation which combine the literatures betweendomestic and abroad in derivative teaching, this article classify the learningdisabilities of math in students, it is divided into: cognitive disorders, psychologicaldisorders and operational barriers, and work out the test and questionnaire paperswhich based on the three major obstacles in the course of the study. About112sophomore students in high school of Jinan Middle School take part in test. Theinvestigation is on the basis of learning disabilities in “derivatives and its application”which is in two ways: the questionnaires and the test volume. Based on the collectionof data, problems were analyzed and classified, seeking for the reasons of obstacles.In the end, six teaching suggestions on how to improve students’ learning efficiency inthe derivative of teaching were put forward.The focus of this study is to design a questionnaire and test volumes of"derivatives and its application " and conduct a survey, making the attribution analysisof the learning obstacles of high school students in this part. After the survey, thediscovery showed that the obstacles of high school students in learning derivativeknowledge mainly include:1.Cognitive obstacles:(1)Barrier to understanding:students fuzzy in understanding knowledge of the rate of change, the definition of derivative, the geometric significance of derivative exists and so on; garble themeaning between the average change rate and the instantaneous rate of change,extreme value and the most value; difficult to understand the meaning ofmathematical symbols;(2) Memory impairment: it is difficult to remember thederivative theorems, formulas and rules;(3)Thought disorder: it is hard for students tomigrate their knowledge; flexibility in the use of knowledge; students is difficult toestablish a mathematical model for the practical application of the derivative.2.Psychological disorders: Student fear the cumbersome problem of derivative, they arelack of self-confidence and inquiring mind.3.Operational barriers: it is hard forstudents to operate derivative.In view of the above obstacles analysis, putting forward proposals for thefollowing teaching:1. Teaching Suggestions for high school students psychologicalbarrier:(1) To create a good learning environment in mathematics for students, toimprove the students’ knowledge of derivative interest;(2) Teachers should integratethe knowledge of the history of the part of the calculus into teaching;(3) The methodof teaching should be changed, and students’’ study habits should be improved;(4) Tostrengthen the communication between teachers and students in mathematics, carryingvivid teaching activities.2. Teaching Suggestions for high school students cognitiveimpairment:(1) To exclude the language switching barriers;(2) Strengthen theteaching of explain for the concept and meaning of derivative;(3) Guide students tovalue the connection between knowledge, focusing on training students’ memoryskills;(4) Emphasis on the teaching of mathematical thinking, to improve students’flexibility in the application of derivative.3. Teaching Suggestions for high schoolstudents operational barriers:(1) To lead the life into derivative teaching, to enhancestudents’ knowledge of derivative applications;(2) Strengthen the training of studentcomputing power.