A Research On The Causes And Countermeasures Of Learning Barriers Of Number Series For High School Students

As an integral part of high school mathematics,it is both a continuation of the study of functions and a prelude to the study of subsequent content.At the same time,the number series is one of the required contents of the annual college entrance examination.However,the actual situation of students’ learning of series knowledge is not satisfactory,mainly because:in the study of series,students can understand the class,but after the class can not do the problem and application of the phenomenon.What are the obstacles that students have in learning the number series is the concern of this topic.First,the literature research method was used to sort out the existing studies related to the topic and to clarify the evaluation dimensions of learning disabilities in number series.Secondly,we investigated the cognitive and affective dimensions of number series learning and summarized the main barriers to learning number series.It was found that most students have cognitive barriers in learning series,among which thinking and understanding barriers are higher than memory and operation barriers,and the cognitive barriers are mainly manifested in:they cannot correctly understand and remember the concepts and properties of series,their ability to use the knowledge of series flexibly is not strong,and there are some problems in the process of operation and problem solving;from the emotional point of view,the motivation of learning is stronger than the belief of learning,and the external motivation is higher than the internal motivation,and the knowledge belief is stronger than the self belief and process belief.From the emotional point of view,the motivation of learning is stronger than the belief of learning,and the external motivation is higher than the internal motivation,the knowledge belief is stronger than the self belief and process belief,and the emotional disorder is mainly expressed in the lack of interest in learning the number series and the lack of self-confidence.Then,the results of the survey were combined with in-depth interviews with students to analyze the causes of the obstacles.The main reasons for cognitive impairment are:abstract and logical knowledge of number series,weak foundation,lack of correct memorization method,poor problem solving habit,and more serious intimidation;the main reasons for emotional impairment are:subj ective denial of oneself,heavy academic burden,and failure to receive timely care and encouragement from teachers.Finally,based on the analysis of the performance and causes of students’ number series learning disabilities,the following teaching countermeasures are put forward to overcome high school students’ number series learning disabilities:optimize students’ memory methods;Improve the efficiency of classroom teaching;Attach importance to cultivating multi-angle thinking;Develop good study habits;Stimulate students’ interest in learning;Give love and care to students.Then the corresponding teaching countermeasures are applied to the student representatives with learning disabilities,and the effectiveness of the countermeasures is illustrated through cases.