Research On Learning Progression Of Vector Content In Senior High School

The term "learning progression" originated in the United States.The National Research Council(NRC)defines the concept of learning progression as a description of the continuous and refined development of children's way of thinking when they learn or explore a topic over a period of time.In recent years,the research on "learning progression" mainly focuses on physics and chemistry,and there is relatively little research on mathematics,which is still in its infancy in China.This paper applies this theory to the learning research of "vector" content,and tries to establish an learning progression framework of vector content,so as to reveal the thinking progress of students when learning this part of knowledge.This paper is divided into theoretical research and empirical research.In the theoretical research,the text analysis method is used to analyze the curriculum standards and teaching materials,and summarize the requirements of plane vector and space vector related knowledge.Then,based on the principles of foundation,intuition and sequence,the learning progression framework of vector content is tried to be constructed;In the empirical research,the interview method is used to understand the current learning situation of students on vector knowledge,consult and interview relevant experts on the preliminarily constructed learning advanced framework,and timely revise and improve it according to the feedback of experts;Then,using the questionnaire method,the vector learning advanced questionnaire is compiled based on the advanced level.The selection of questionnaire topics refers to the examples of teaching materials,after-school questions and college entrance examination questions in recent years.It is mainly divided into two parts: plane vector and space vector.In the selection of plane vector related topics,it examines the concept,operation,basic theorem and other related knowledge points of plane vector;In the selection of space vector related topics,the concept and operation of space vector are examined.Through the research,it is found that from the overall perspective of the test,the students have the best grasp of the concept of vector,followed by the operation of vector;From the perspective of vector learning,there is a significant correlation between vector learning and vector learning of senior high school students.In the same dimension,the higher the cognitive level of vector learning,the higher the corresponding cognitive level of vector learning.The conclusion is that based on the learning progression theory,the teaching strategy is put forward: first,take the learning progression as the carrier to formulate clear teaching objectives;Second,design the teaching process according to the learning progression framework to break through the advanced obstacles;Third,teaching in groups to improve the pertinence of teaching;Fourth,apply the learning progression theory to teaching evaluation and implement dynamic management;Fifth,establish contact with the life situation and promote the improvement of literacy.Finally,under the guidance of the above teaching suggestions,the teaching design of the concept of vector and the quantity product of vector is carried out.