Research On The Level Of Understanding Of Mathematics Core Concepts And Teaching Strategies Of College Preparatory Students

The arrival of knowledge economy era calls for college students’ effective le arning.As a foundation discipline of science and technology,mathematics assume s the important mission of training qualified talents.Only when we realize" learn ing mathematics through understanding,can we cope with the challenge between knowledge economy era and the new learning environment,understanding has b ecame inevitable pursuit of mathematics learning.Therefore,understanding of mat hematics is the center problem of mathematics education research and practice fi eld.Concept is the "cell" of mathematics,almost all the mathematics content are formed from the basic concept step by step.The core concept of mathematics i s the "joint" of mathematics knowledge structure,as the center and main part of mathematical concept system,it’s importance is self-evident.As one of the core concepts of mathematics subject,contact secondary mathematics knowledge and advanced mathematics knowledge well.It play an important role of a connecting link between the preceding and the following in the construction of mathematic s knowledge.As for mathematics,the derivative has a very wide range of applic ations,is the bridge and link of mathematics learning,plays a decisive role in t he development of students’ thinking ability.At present,contents such as understanding of mathematics attract more atten tion.,Both domestic and international mathematics curriculum attach importance t o students’ understanding of the core concepts,but level research to the understa nding of the core concept is not much.The main researches are based on experi ence speculative,lack the support of empirical researches.Therefore,this paper u ses students’ understanding to derivative’s level as the research subject,conducted more systematic research.As the main force of national’s future development,Matriculation students tr aining and development are hot issues in the current international preparatory edu cation.For the severe problems that domestic preparatory mathematics education is facing,this study proposed teaching and learning concept of preparatory stude nts understanding of mathematics.This paper selects preparatory college students as the research object,using derivative understanding level as a carrier,researched the matriculation students d erivative understanding level and its teaching and learning strategy,specifically st udied the following three problems:1.The understanding level of preparatory stud ents to derivative understanding;2.Analyzing the reasons that preparatory students how to achieve a certain level of understanding;3.Based on preparatory student s’ understanding level of derivative proposed effective teaching and learning strat egies.Research in accordance with the following procedure:first of all,selecting the experimental subjects and design questionnaire;secondly,testing the derivati ve understanding level of preparatory students’.Finally,using quantitative and qu alitative methods analyzing the collected data.The quantitative method is mainly enter questionnaire survey data into the database,then analyzes the data by usin g the SPSS 17.00 software and draws the conclusion,thus form a practical deriva tive understanding level of the College students.For preparatory students’ derivati ve understanding level,through the micro teaching experiment,getting teaching s trategies that promote derivative understanding.The main results are as follows:The preparatory students’ derivative concept understanding level of is hierarc hical,and there are some differences.Students’ understanding of the definition of derivative is different,students i n various dimensions of understanding of the definition of derivative,basically re ached the level of related structure.The students’ understanding of derivative app lication is different,generally reach multiple structure level.The students’ underst anding of the derivative is different and the overall level is not high,generally s tay in the level of related structure or a single structure.The students’ understan ding of the derivative application is different and the overall level is lower,gene rally stay in the level of related structure or a single structure.Two,the concept of derivative understanding is influenced by different back ground variables of the students,presents the imbalance in the overall1.Different directional college preparatory students’ understanding level of th e derivative concept:985 directional colleges preparatory students’ understanding 1 evel of derivative are better than 211 colleges and ordinary directional universitie s preparatory students’ understanding level of derivative.In contrast,despite ther e are differences in the understanding of derivative among those three kinds of d irectional colleges students,but there are similar variation trends in derivative me aning understanding’s four stages among those three kinds of directional college students;ordinary directional universities students’ scores of derived function has a smaller discrete degree;three kinds of directional college students’ understandin g on the application of derivative have different degrees of difference;there are similar variation trends in derivative application understanding’s four stages amon g 985,211 directional college preparatory students,but only a small part of stud ents achieve abstract structure expanding level.Only a few ordinary directional u niversities preparatory students achieve abstract structure expending level.2.The impaction of Arts and science on preparatory students’ derivative con cept understanding:Arts and science students in the definition of the derivative understanding level had no significant difference.From the overall point of view,there is little difference in the understanding standards.In the definition of deri vative level,arts students are slightly higher than the science students.students’derivative meaning understanding level is not necessarily science students higher than arts students;in the derived function understanding level,science students is slightly higher than arts students;in the derivative application understanding lev el,science students is slightly higher than arts students.Overall,science students’derivative understanding level is slightly higher than arts students.3.Gender impact on the preparatory students’ derivative concept understandi ng level:gender has a little difference on the derivative definition understanding level.Specifically,there is no obvious gender difference on the definition of deri vative understanding level;no significant gender difference on derivative meaning understanding;gender has a significant difference in derived function understand ing level of significant;no significant gender difference on derivative application understanding level,generally speaking,boys are slightly higher than female stu dents.On the basis of investigation and research,through the micro teaching exper iment,put forward teaching strategies to promote students’derivative understandi ng.The innovation of this research lies in:systematically studied preparatory stu dents’ derivative understanding condition for the first time in China and used SO LO theory raised specific derivative understanding level;put forward relevant tea ching strategies to promote derivative understanding.The meaning of this study i s through localized empirical study detected students’ understanding condition of core concept and get to know their concept understanding level definitely,thus p roviding a new method to evaluate preparatory students’ mathematics concept und erstanding;Providing powerful support for effective teaching strategies,Providin g bases and suggestions for the impellent understanding of mathematics teaching and studying as well as mathematics course,enriching and consummating the co ncept teaching theory.