Learning Disabilities Analysis And Countermeasure Research Of Senior Middle School Analytic Geometry

Analytic geometry is classic content of high school mathematics, occupies an important position in the "ordinary high school mathematics curriculum standard(experiment)". In the "standard", the content of analytic geometry occupies a total of 30 lessons. But nowadays, one phenomenon is common. Because of the influence of the exam-oriented education, some schools and teachers present one-sided pursuit of graduation rates, ignore the law that knowledge is spiral and the law that the students should learn step by step.They often select the samples that are strange, or extraordinarily difficult, or use a large number of exercises. Meanwhile, the analytic geometry calculation is complex. All these make the high school students have the fear of analytic geometry, lose confidence in analytic geometry study. analytic geometry occupies a large proportion both in the "standard" or in the "college entrance examination test instructions". Analytic geometry is a necessary foundation for the mathematics learning in high school, and for continuing to study of science and engineering in university. It has an important influence on the later production and living. Generally high school students are afraid of the study of analytic geometry.Analytic geometry has a large proportion of the college entrance examination, and generally the score of students is very low.In the recent years, there are many studies about teaching strategies, the study of analytic geometry is mainly about teaching strategies, or a linear equation, the equation of circle, or teaching strategies of specific ellipse, hyperbola, parabola. However, the studies that treats analytic geometry as a whole to study their learning difficulties and countermeasures research is very few. I hope to attempt to study learning difficulties and countermeasures of analytic geometry.This study uses questionnaire survey method, interview method, test method and case analysis, combined with my observation and practice of experience. In this study, some students from the second grade of a four-star senior high school in Suzhou are studied andanalyzed. In this study, it is known of the interests, faith, and learning situation of high school students in the study of analytic geometry through interview and questionnaire.And then through the test, it is respected to have a full understanding of different learning disabilities for different levels of high school students in analytic geometry study, finally combining case analysis and expert interview, analyse the problem solving process of analytic geometry of high school students, find out the cause of learning disabilities of high school students in analytic geometry, and try to give countermeasures for two aspects of teacher teaching and student learning.The samples of this study are just students from a key high school in Suzhou. The scope and coverage of the study is narrow. The results of the study have certain limitations. They cannot represent all cases of analytic geometry learning for all types of students. Further studies and proofs are needed. I hope that this research have a positive impact on the teaching and learning for the middle school mathematics analytic geometry and lead to more research and attention in learning disabilities and its countermeasures of high school analytic geometry.