Investigation On The Junior High School Students' Learning Disabilities On Geometric Maximum Or Minimum And Its Teaching Strategies

Geometry course plays an important role in middle school education.Because of the high flexibility and strong comprehensiveness in the problem of the most value of geometry,it has always been a difficult point in junior high school geometry teaching and learning.Therefore,studying the types and causes of geometrical maxima or minimum learning disabilities of junior high school students will not only help the front-line teachers to better understand the geometrical maxima or minimum and improve the teaching efficiency,but also promote the development of junior high school students' geometric thinking ability.Firstly,the core concepts and types of geometrical learning disabilities are summarized through literature analysis.On this basis,the research problems,research ideas,research framework and research methods are clarified.This paper constructs the model of geometrical learning disabilities of junior high school students,including affective disorders and cognitive disorders,and initially develops the emotional attitude questionnaire and geometrical maximum or minimum content test paper.Through the pre-test,the questionnaire and test paper are revised to determine the formal questionnaire and test paper.Secondly,391 junior high school students in a middle school in Chengdu were investigated for geometric maximal learning disabilities by using questionnaires and test papers.Through the quantitative and qualitative analysis of the questionnaire results,it is found that there are mainly three types of obstacles in the geometric maximum emotional aspects of junior middle school students: motivation obstacle,belief obstacle and strategy obstacle,and the obstacle rate is 46.44%,57.60% and 47.74% respectively.Motivational barriers include internal motivation and external motivation,which are embodied in lack of interest in learning,insufficient internal motivation and excessive external motivation.Belief barriers include knowledge belief,self belief and process belief,which are manifested in lack of self-confidence and passive learning.Strategy barriers include metacognitive barriers and cognitive barriers,which are manifested in the lack of specific learning strategies and cognitive monitoring.The study found that the correlation coefficients of all affective disorders were in the medium degree(0.327?0.638),that is,there is a significant correlation between affective disorders.Through the quantitative and qualitative analysis of the test results,it is found that there are four types of cognitive disorders in junior high school students: memory disorders,operational disorders,comprehension disorders and thinking disorders.The monitoring rates of these disorders are 80.32%,64.68%,90.36% and 96.00%,respectively.Among them,memory disorders include representation disorders,coding disorders and storage disorders,which are embodied in errors or omissions when students memorize geometric maximal value concepts,properties,theorems and basic models.Operation obstacles include drawing obstacles and expression obstacles.The specific manifestations are difficulties in constructing basic graphics,obstacles in adding auxiliary lines,and weak ability in converting mathematical language.Comprehension disorders include question understanding disorders,concept understanding obstacle,obstacles to pattern recognition and the method understanding obstacle.The specific manifestations are the inability to understand the problem and the essential attributes of the concept of geometry,and the inability to recognize the basic geometric model in complex graphics.There are obstacles in understanding and choosing the best way to solve the problem,etc.;thinking obstacles include analysis obstacles,reasoning obstacles,thinking set obstacles,which are manifested as unclear logical thinking,weaking inductive and deductive reasoning skills,and thinking set hinders the solution of the problem and so on.This study also conducted a comparative study from the aspects of grade,gender,and the relationship between cognitive impairment,and found that there were no significant differences in the types of cognitive impairment among junior high school students of different genders and grades,but there was significant correlation between cognitive impairments.Finally,through the theoretical analysis and testing,the types and causes of junior high school students' geometry learning disabilities are clarified and a framework for geometrical learning disabilities was established.According to the analysis of the causes in different types of learning disabilities,specific teaching strategies are proposed and specific suggestions for guiding the teaching design are given : In order to improve the students' ability of figure recognition,we should use a variety of representation methods to guide the students to strengthen the conceptual memory;summarize the basic model to enhance the students' ability of figure recognition;pay attention to the teaching process and standardize the operation procedures,intuitively understand the essence of the problem with the help of geometry,and strengthen the training of students in using the specific strategies to solve the geometrical maximum or minimum value problem.