Research On Cognition Level Of Logarithm And Logarithm Function Of Senior High School Students

Function is of great importance content throughout high school mathematics.Logarithm and logarithm function is an important basic elementary function,which contains abundant mathematical thoughts.Learning logarithm and logarithm function plays a decisive role in cultivating the core quality of mathematics.This paper's mainly studies the classification standard of logarithm and logarithm function cognitive level.And the status quo is foundation to the cognitive level of logarithm and logarithm function of senior high school students.The research work unfolded mainly through testing questionnaires and secondly interviews.Firstly,on the basic of SOLO taxonomy theory and Mathematics Curriculum Standard in General Senior High School(2017edition)the content requirements of logarithms and logarithm functions from four dimensions to establish the classification standard of logarithm and logarithm function cognitive level draw up test papers with good reliability and validity.By testing a senior high school of 300 students,then it is to select a representative student from the history of the logarithmic and logarithmic function,the application of logarithmic and logarithmic function two dimensions for the interview.Finally,the test and interview results are statistically analyzed.On the basis of the results of the analysis research high student logarithm and logarithmic function of the cognitive level find the factors of influencing high student logarithm and logarithmic function learning and put forward teaching suggestions.From the test results,it is found that the logarithm and logarithm operation dimension at most are relational structure level—33 percent;The concept of the logarithm function dimension at the relational structure level accounts for 58 percent,which is the biggest part.The number of people whose properties of logarithms function is in a state of extended abstract level occupying 50 percent.Logarithm function and exponential function relationship between the largest number of dimensions in a multipoint structure level takes up 48 percent.On the whole,senior high school students have the highest cognition level of logarithm function concept,followed by logarithm function property.The second is the cognition level of logarithm and logarithm operation,and the lowest cognition level of logarithm function and exponential function relationship.The cognitive level of the experimental class is higher than the normal class and that shows obvious difference.Girls have more average cognition than boys but no significant difference.From the interviewresults show that there are no students at extended abstract level in the history of logarithm and logarithm function and the application of logarithm and logarithm function.Therefore,the cognition level of the senior high school students in the history of logarithm and logarithm function and the application of logarithm and logarithm function is low.On the above analysis,there are four factors affecting the learning of logarithm and logarithm function in senior high school students: lack of declarative knowledge related to logarithm and logarithm function,lack of thorough understanding of knowledge,inability to skillfully use mathematical method of thinking,and lack of mathematical culture penetration.According to the factors that influence the learning of logarithm and logarithm function,this paper puts forward the following teaching suggestions: establish the relationship between the knowledge of logarithm and exponential function,let the student realize the process of knowledge generation in the teaching,pay attention to infiltrating mathematical method of thinking and mathematical culture.It is expected to provide a qualitative evaluation system of logarithm and logarithm function for front-line teachers to improve teaching process and improve teaching quality.