Research On The Current Status Of Quadratic Function Learning In Junior High Schools Based On The Level Of Mathematical Learning Strategie

The quadratic function is an important model to describe the change law of the objective world,which is widely used in scientific research,production and life.As the most closely connected content in junior and senior high schools,the learning level of quadratic function has an important influence on students’ mathematics learning in junior and senior high schools.Because the quadratic function itself is abstract,it is a difficult point for students to learn and teachers to teach.It is of great significance to master the current level of quadratic function learning in junior high school students to promote the improvement of quadratic function teaching.Under the background of the double reduction policy,reducing the burden and improving the quality has become the focus of current education and teaching work.Mathematics learning strategy is an important factor affecting learning efficiency,which can directly affect the quality of students’ mathematics learning.Based on the above analysis,this paper aims to study the following two questions :(1)What is the current situation of quadratic function learning level of junior high school students ?(2)Will the level of mathematics learning strategies affect students’ learning level of quadratic function ? What kind of impact will it have ?On the basis of reading literature,studying curriculum standards and teaching materials,this paper divides quadratic function into four dimensions : concept,image and nature,synthesis with quadratic equation and practical application.According to SOLO classification theory,students ’learning level of each dimension is divided,and students’ learning level of quadratic function is tested by test method.Then,using the questionnaire survey method,the questionnaire on the level of junior high school students’ mathematics learning strategies developed by Wang Guangming et al.was distributed to students to investigate the level of students’ mathematics learning strategies.Statistical analysis was used to analyze how it affects the level of quadratic function learning.The results show that :(1)The average level of each dimension of students’ quadratic function is between the level of multivariate structure and the level of correlation structure,which is closer to the level of multivariate structure.In the conceptual dimension,students’ understanding of the concept is not deep enough,and it is easy to be confused with the concept of quadratic equation;in the dimension of image and nature,the flexibility of knowledge application is not enough,and there are calculation errors,insufficient mathematical expression ability and insufficient number-shape combination ability.In the comprehensive dimension of quadratic equation with one variable,the comprehensive degree of students’ knowledge application is insufficient;in the practical application dimension,students’ ability to make realistic explanations in combination with situations is insufficient and their reading ability is poor.(2)The level of mathematics learning strategies can affect students’ learning level of quadratic function,and the degree of influence is above the medium effect.Students with different levels of mathematics learning strategies have significant differences in the learning level of each dimension of quadratic function.Cognitive strategy,metacognitive strategy and resource management strategy also have a significant impact on students’ learning level of quadratic function,and the degree of influence is above the medium effect.Among the sub-dimensions,organizational strategy,retelling strategy,monitoring strategy,planning strategy,mood management strategy and external help-seeking strategy are highly correlated with students’ learning level of quadratic function.Teaching Suggestions :(1)Strengthen concept teaching and understand the essence of concept;pay attention to calculation training and improve computing ability;focus on thinking training,improve comprehensive ability;pay attention to mathematics reading and improve expression ability.(2)Improve students’ learning methods and enhance students’ cognitive strategies;strengthen the guidance of learning planning and cultivate students’ metacognitive ability;to promote students’ self-motivation and enhance mathematics learning motivation.