The Influence Of Cognitive Style On The Ability To Solve Problems In Upper And Middle School Students

In the "Mathematics Curriculum Standards",it emphasizes that it's very important to cultivate students to find problems, ask questions, analyze and solve problems.Students'study is the process of asking questions and solving problems. Asking questions reflects creativity of students, and problem-solving reflectsthe comprehensive study ability of students. Solving application of the primary stage reflects quality and ability to analyze and solve the problem which students are easy to consider incompletely and get low scores in the examination. As a front - line teacher, it's nice to do the teachingexploration.In this study, the subjects are those students of grade 5 and grade 6 of Heping Primary School with the method of document, interview and observation. In the study, it was found that students with different cognitive styles have different results in solving the applied problems, sothe writer puts forward the Cognitive Style Teachers' Classroom Teaching Behavior Strategy.In this paper, the students'cognitive style is tested by mosaic graphics (EFT) which includes comparing the test scores of different types of students from examinations. The paper analyzes the impact of cognitive style on the application of primary school students in senior high school students to solve the problem.1.There are significant differences in the cognitive styles of the middle and senior students, which is that sixth grade students are more independent than the fifth grade students, but with no genderdifferences.2.There are significant differences in the application of problem solving ability of different cognitive styles of students, which is that students of field independent type test scores higher than students of field-dependence type, andthere is a big difference in analysis of the problem .3 .By studying case studies of two typical cognitive styles, field-independent students have an advantage in solving such problems. They are more likely to build mathematical models and find solutions to problemsquickly.4.Teachers should know the cognitive style of studentsin the teaching, and develop each student according to cognitive style differences, respect for students' individuality.5.Teachers should design teaching content and methodsaccording to the differences in cognitive style of students, and change the teaching method for need.6.Improving the students' ability to solve practical problems combining with the study of the impact of solving problemsof different cognitive styles ofprimary and high school students.7.Training students the ability to analyze problems of middle and high grade students in primary school combining with the study.