Research On Cognitive Obstacles And Teaching Countermeasures In Counting Principle Learning

The new curriculum standard puts forward a requirement for mathematics teaching aimed at cultivating students’ core mathematical literacy.For high school mathematics,the counting principle involves a wide range of knowledge levels and is closely related to life.Learning the counting principle can improve students’ application awareness and cultivate their mathematical literacy.Currently,both the revision of textbooks and the reform of college entrance examination have put forward higher requirements for the learning of counting principles,and cognitive impairment is a key factor that affects the learning of counting principles for high school students.Therefore,a comprehensive analysis of the current situation of high school students in the learning of counting principles and the revelation of problems in the learning process can provide more targeted teaching strategies to overcome cognitive obstacles in the learning of counting principles,thereby providing theoretical guidance for teachers’ teaching.This thesis mainly uses the methods of literature analysis,questionnaires,and interviews to conduct theoretical research and survey analysis on cognitive impairment in the learning of counting principles.Firstly,based on the literature reviewed,the core concepts of counting principle,cognition,and cognitive impairment are defined.Secondly,the research status of counting principles and cognitive impairment at home and abroad is analyzed in depth.Finally,it is proposed that cognitive impairment in counting principle learning has the characteristics of continuity,complexity,universality,and concealment.According to Bloom’s classification theory of educational goals in the field of cognition,the types of cognitive impairment in counting principle learning are divided into conditional analysis cognitive impairment,model recognition cognitive impairment,computational skill cognitive impairment,and thought conversion cognitive impairment,which in turn reflects the cognitive characteristics of memorization,understanding,application,and analysis.This thesis selects 203 high school students to conduct a two-part questionnaire survey.The first part of the questionnaire aims to explore the self cognition of high school students in the learning of counting principles.The second part of the questionnaire uses test questions to explore the true level of students’ learning.Then,interviews were conducted with students and teachers to explore their views on the learning of counting principles and the teaching situation of teachers.Through investigation,it is found that the causes of cognitive impairment in the learning of counting principles are:(1)The main reasons for cognitive impairment in conditional analysis are not following the requirements of the topic,using incorrect conditions,and missing conditions;(2)The main reasons for cognitive impairment in model recognition are confusion and misinterpretation of models;(3)The main reasons for cognitive impairment of computational skills are computational errors,lack of distinguishing between positive and negative signs,and lack of attention to computational skills;(4)The main reasons for cognitive barriers to thinking conversion are poor mastery of conceptual properties,improper thinking jumping techniques,and a lack of logical confusion.Based on the survey results of this thesis,and after consulting the opinions of many middle school teachers and experts,this thesis proposes teaching countermeasures to overcome the cognitive obstacles in the learning of the counting principle:(1)The teaching countermeasures to overcome the cognitive obstacles in conditional analysis are to improve students’ reading ability,standardize teachers’ mathematical language,and focus on problem-based hierarchical teaching;(2)The teaching countermeasures to overcome the cognitive obstacles of model recognition are to focus on situational teaching and adopt analogical teaching methods;(3)The teaching countermeasures for overcoming cognitive obstacles in computational skills are to focus on the practice of basic knowledge and the accumulation of skills and methods;(4)The teaching strategies for overcoming cognitive barriers to thinking conversion include strengthening concept teaching,enhancing students’ learning motivation,and developing project based teaching to improve classroom efficiency.