| This study investigated the field cognition methods(field-independent and field-dependent)of primary school students through the Mosaic Pattern Test.Collect students' “figures and geometry” after class exercises,unit tests,and mid-term and final exam questions to sort them out,and explore the cognitive methods of "cognition of graphics","measurement","motion of graphics","graphics and location" The impact of partial learning.The main conclusions of this study are:1.There are no significant differences in the grades and genders of the cognitive styles,and there are significant differences among schools,birthplaces,and only children.2.In general,field-independent students have an advantage when studying the content of "graphics and geometry".There is a significant positive correlation between the 4th to 6th grade students' cognitive style and the "graphics and geometry test" scores.The 6th grader's cognitive styles have no significant difference in the "graphics and geometry test" scores.Significantly.3.Grade 6 students 'cognitive styles are significantly positively correlated except for the "graphics and location" part scores;the 5th grade students' cognitive styles are negatively related to the "graphics recognition" part scores,and the rest are significantly positive Correlation;4th grade cognitive styles and students' four parts scores showed a significant positive correlation.4.Except for the significant difference between the cognitive style of the Grade 6 students and the "cognition of graphics",the other differences are not significant;except for the significant difference between the cognitive style of the 5th grade students and the "graphics and location" scores,the other differences are not significant;the 4th grade There were significant differences in students' cognitive style and the scores of the four parts.Aiming at the research results,this article proposes corresponding countermeasures to improve the teaching and learning effect of "Graphics and Geometry". |
PDF Full Text Request