Study On The Learning Obstacles And Teaching Strategies Of Linear Function Of Junior Two Students Students

As the beginning of students’ learning from constants to variables,primary functions are not only related to algebraic equations,equations and inequalities,but are also the basis for learning other primary functions.The functions in the function idea,the combination of numbers and shapes,classification and discussion and other mathematical ideas and students are closely related to the development of mathematical thinking,for the first contact with the concept of function students,its abstract,comprehensive often make it difficult.If there are obstacles in the learning process that they are not aware of or are unable to resolve,there will be a domino effect on subsequent learning.Therefore,it is necessary to study and analyse the obstacles in the learning process of primary functions for second year students and propose corresponding strategies to solve them.In this paper,we comb through the literature,combine the research results of previous studies on the learning barriers of functions with the characteristics of the research subjects,clarify the core questions of this study,and design the research ideas,complete the research structure,determine the research methods and verify the reliability of this study,based on which we develop,modify and conduct the primary function questionnaire and test survey for junior secondary students.The subjects of this study were 220 students from a rural junior high school in County G of M.Questionnaires and test surveys were used to understand their learning attitudes and thinking levels.By analysing the survey results,the analysis revealed that the junior secondary students had emotional barriers and cognitive barriers in learning primary functions.Affective barriers included barriers to study habits,motivation,beliefs,will to learn and learning strategies.Cognitive barriers include comprehension barriers,memory barriers,manipulation bariers and thinking bariers.The interviews were used to further analyse the students’ learning disabilities in depth and eventually identify their main causes.Emotional barriers are mainly due to poor study habits,low interest in learning,lack of belief in learning,weak will to learn and lack of learning methods.The cognitive barriers were mainly due to the abstract nature of the primary function itself,which made it difficult for the students to understand;the lack of understanding and timely revision,which led to blurred memory;the arbitrary drawing,insufficient calculation ability and unclear examination of problems,which led to operational barriers;and the weak foundation of the students,easy thinking and weak analytical reasoning ability,which led to the students’ thinking barriers in learning.Finally,according to the causes,corresponding strategies are proposed for each barrier:(1)Emotional barriers:Being close to students’ reality and stimulating learning motivation;Create a good atmosphere and change students’ attitudes;Change teaching concepts and make good use of encouragement and evaluation;Master learning methods and provide scientific guidance.(2)Cognitive impairment:creating mathematical problem situations to help students understand concepts;Improve the cognitive structure of mathematics and promote students’ knowledge transfer;Infiltrate mathematical thinking methods to improve students’ application abilities;Standardize mathematical operation procedures and strengthen students’ mathematical expression;Strengthen mathematical thinking training and develop analytical and reasoning abilities.