The Attribution And Countermeasures Of The Inverse Proportional Function Of Junior High School Students Under The Theory Of Metacognition

Junior high school students in the whole study career occupies an important position,learning content is more and more biased towards abstraction,is the students from the specific image of thinking to abstract and important thinking of the important period.At this stage of the function of learning more and more in-depth,which inverse proportional function in this period occupies an important position,but also one of the important test center.The inverse proportion function concept is more abstract,the nature of the knowledge involved in more,and with other content of strong,which led to the students in the process of learning anti-proportional function,prone to a variety of errors,and the type of these mistakes Is every student will produce.Thus,if we can sort out the problems that are often wrong in the inverse proportion function,find out the type and cause of the error,and on this basis,put forward the appropriate and practical teaching strategies,can effectively reduce the problem,So that students find their own learning methods and learning strategies to enhance students' confidence in learning mathematics,and for them to high school to learn more complex functions to lay a solid foundation.Therefore,the author believes that it is meaningful to study the attribution of the inverse proportional function.The main content of this paper: the author first through the literature reading method,in a large number of reading on the basis of the relevant literature,finishing the analysis of the domestic mathematical error and inverse proportional function of the relevant research,and gives a literature review.By reading the literature,referring to the definition of others methods,given the mathematical error and attribution theory concept definition.Under the metacognitive theory,meta-cognitive knowledge,metacognitive experience and metacognitive monitoring theory are used to explore and study the attribution of the inverse proportional function error,and on this basis,the theory of constructivism,The theory of behavioralism,and the relevant guidance on the attribution of errors in the study of inverse proportional function.When determining the type of error,by interviewing teachers and students,find the approximate type of error,and prepare the test volume based on the results of theinterview,the type of student error to test to ensure the authenticity and effectiveness of the interview.Interview and test results,for the junior high school students inverse proportion function learning error problem,divided into 1.inverse proportional function concept error;2.inverse proportional function error;3.inverse ratio and the first function of the application error;4.inverse proportional function and geometry Combined with application errors,these four specific types of errors.In order to find out the approximate types of students' mistakes in the study of the inverse proportion function,the author uses the compiled questionnaires to carry out the investigation of the sub-factors to determine the main direction of the student's attribution.Due to the results given targeted teaching strategies.Through the survey of junior high school students,get the relevant data,the questionnaire analysis of the main results:In this paper,some middle school students are surveyed by questionnaire,and the attribution of errors in the process of inverse proportion function learning is discussed in detail,and the differences in attribution of different groups are compared and analyzed.In the inverse factor function,the error is mainly due to the clarity of the teacher.The error in the nature of the inverse proportional function is mainly due to the interest of the study.In the inverse proportional function and the first function The problem of combining the problem is mainly due to the learning method.Finally,the inverse of the inverse proportional function and the geometric problem is mainly due to the learning ability.Aiming at the results of attribution,a targeted teaching strategy is proposed for each type of error.