| As the main part of senior high school mathematics,function is the continuation of junior high school mathematics,and it is the important knowledge connecting the preceding and the following.Students in junior high school will have insufficient understanding of the basic concepts such as the definition,representation,and symbols of learning functions,and the phenomenon of memory confusion will occur.After entering high school,the content of functions is abstracted and refined on the basis of junior high school,and with the continuous expansion and deepening of knowledge content,the phenomenon of students’ knowledge disconnection is becoming more and more serious,and obstacles are also formed.Based on the above background,this thesis mainly investigates the obstacles that occur in the process of function learning for senior first-year students,to help students learn these knowledge better,and to provide more valuable reference for education and teaching.Based on the research overview and theoretical analysis,this thesis takes the senior one students in the seventh division of Xinjiang as the research object,and compiles the questionnaire and test paper combined with the actual situation and educational environment of the students.Based on the analysis of the survey results,the following obstacles are concluded:(1)The mastery of the connection knowledge between junior high school and high school is not firm;the abstraction of function knowledge is not understood;(2)Lack of the ability to correctly extract topic information;Lack the ability to internalize the process of solving problems;(3)lack of mathematical thinking;lack of knowledge transfer ability;(4)Fear of difficulties in the depth of learning,and difficulty in adjusting to the setbacks encountered in the learning process.In response to the corresponding learning disabilities obtained from the investigation and analysis,the following coping strategies are put forward:(1)Coping with the basic knowledge of functions: pay attention to the connection teaching of basic knowledge,follow the cognitive process of students;connect life examples to master the knowledge of functions,and help students deeply Memory;(2)Coping with the problem-solving process of functions: adjusting the practical strategies for solving functions and guiding students’ thinking methods;enhancing the reflection awareness of function-solving problems and improving the flexibility of thinking;(3)Coping with the application of mathematical ideas: strengthening mathematics The penetration of thinking methods helps students understand functions;attaches great importance to the exploratory process of elaboration and conciseness,and improves students’ ability to transfer knowledge;(4)Coping with mathematics learning emotion: implementing hierarchical teaching to enhance students’ self-confidence in learning;establishing a diversified education system Concept,caring and caring for the healthy growth of students.The research of this topic on the one hand helps students to self-reflect,find their own shortcomings in the learning process,and stimulate their learning motivation,so as to make targeted changes;on the other hand,it helps teachers adjust teaching measures based on the problem of functional learning disabilities,gives teachers demonstrations and guidance,and to a certain extent enables teachers and parents to form an educational joint force to reduce learning disabilities and provide help for creating efficient classrooms.It will not only help senior high school students to get solutions to overcome obstacles,improve their learning situation of senior high school functions,and improve their ability to learn and apply functions,but also provide reference for the transformation research of middle school students in the seventh division area,which will have certain significance for improving the overall level of middle school students’ learning functions in the seventh division area and enriching and developing the research in this field. |
PDF Full Text Request