| Although quality education has been advocated for a long time,under the pressure of competition for talents in the society and entrance examinations,the situation of "examination-oriented problem solving" and "question-taking tactics" are still prevalent,and teachers’ "full house filling" and "mechanical drills" also appear.,students often fall into the predicament of "knowing but not correct,correct but incomplete" when solving problems alone.The root cause is the "unexpectedness" of students’ thinking barriers and the lack of guidance on "how to think" by teachers.To directly attack the ideological misunderstandings behind the real classroom,in order to help students reduce burden and increase efficiency,the most basic activities to change the current educational situation should start from perfecting problem-solving training.Scientific problem-solving training should make good use of the excellent mathematical proposition structure and cognitive structure.Therefore,the tool to improve the learning effect by integrating knowledge and individual cognition cannot be separated from the propositional association system.The main subjects selected for this study are first-year students.The purpose is to explore the current situation and related factors of students’ mathematical propositional association system,and to carry out research on the cultivation of propositional association system based on the survey results,in order to help teachers and students to further understand the function of propositional association system.It provides new directions and ideas for teachers’ daily teaching and students’ efficient learning.This research mainly adopts interview method,test method and analysis method.Firstly,according to the results of literature analysis,the theoretical framework of the propositional association system in this paper is proposed,and then the test papers are compiled according to the dimensions and levels in the theoretical framework,and the corresponding scoring standards are formulated.carry out testing.According to the test results,the performance of the students’ proposition association system and the related factors behind it are analyzed,and a relatively complete and targeted proposition association system training program is proposed according to the survey conclusions.After the program is used for training and implementation,a double-group-pre-and post-test experimental research is conducted,and finally the conclusions of the investigation and experimental research,as well as the experience of the training program,are integrated,and corresponding teaching suggestions are given.The main conclusions of this study are as follows:(1)Teachers and students in senior high school have relatively weak understanding of the propositional association system,students have a low degree of use of the propositional association system,teachers lack the experience of integrating the propositional association system into teaching,and the propositional association system is not used in actual teaching.It has not received due attention,but teachers and students basically hold a positive attitude on the influence of propositional association system on mathematical learning and mathematical problem solving.(2)The overall performance of the first-year students in the propositional association system is not ideal,only close to the passing level,but the performance of the propositional association system varies greatly among individuals,so the training of the propositional association system for students is of great significance.space and feasibility.(3)The performance of the propositional associative system of the first-year students in different knowledge dimensions is similar,and there is no significant difference;the performance of different content dimensions is inconsistent,that is,the downstream propositional system is obviously better than the other two systems,while etc.The valence propositional system is slightly better than the upstream propositional system,but the gap is not significant;the performance at different levels is inconsistent,that is,no matter in which knowledge dimension and content dimension,the application level of the propositional association system is obviously better than its construction level,students have great difficulty in the construction of propositional association system.(4)The overall performance of the propositional associative system is positively correlated with mathematics performance,and reaches a significant level.The propositional associative system in the function knowledge has a higher correlation with the usual scores than the preparatory knowledge;the construction of the propositional associative system is related to The application level was positively correlated with the usual grades and reached a significant level.The highest correlation coefficient was the construction level of the downstream propositional system,and the lowest correlation coefficient was the application level of the upstream propositional system.(5)Judging from the differences in the application level of students at different levels in the upstream proposition system,there is no significant difference between the top students and the middle students,and there is a significant difference between the students with learning difficulties and the students at the first two levels.The overall performance and the performance of women’s propositional association system in each level were slightly better than that of boys,but the difference did not reach the significant level.(6)Students’ foundation,thinking habits,sensitivity of information extraction,mathematical transfer ability,problem-solving habits,teachers’ attitude,problem arrangement,teaching methods,etc.will affect the development of students’ problem-solving association system.(7)After the implementation of the intervention,the performance of the students’ propositional association system has improved overall,in each knowledge dimension,in each content dimension and in each level.However,the degree of improvement is different in three content dimensions,two proposition association levels,and different student levels.That is,the improvement of the upstream proposition system is obviously better than that of the other two systems,the improvement of the construction level is obviously better than that of the application level,and the middle The improvement of the associative system of life questions is obviously better than that of the excellent students and the students with learning difficulties. |
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