| The problem of student difficulty in learning is common in the modern school education of the world. The studies home and abroad have indicated that the students difficulty in learning are increasing with promotion of grade in school. Therefore, the research on cognition obstacle and appropriate teaching methods, particular the students difficulty in learning Maths, has become the problem about which educational field of all countries in the world common concerned. Though the problem on students difficulty in learning has been disscused in the fields of psychology and pedagogy, but they mainly concentraled on the analysis of educational factor, student's intelligent factors and mental character. They have also achieved a lot of successful experiences, but they can't utterly solved the problem. The reason of students difficulty in learning Maths is complicated, but teaching practice indicated that the reason always lies in difficulty in comprehending of concept, and the most direct reason is that student can't understand concerned concept of Maths. So, we explore cognition obstacle of Maths concept of the student's difficulty in learning maths, its clause of formation and ways of solution, it has an important significance for us to analyze the clause which the students difficulty in learning Maths has bad scores and seeking the ways of improvement. The average students are taken as tested object in the study of learning Maths concept, and the tested community is seldom differentiated, thus, as one of the two extreme in community: what obstacle the students difficulty in learning Maths have difficulty in the cognition of Maths concept? What is the clause of obstacle? How to slove it? But all these problem haven't been profoundly studied yet. The aim of this study is that we want to reveal cognition obstacle and the clause of formation of maths concept of students difficulty in learning maths for senior school, and propose the ways of solution. The conclulion of the research as follows: 1.The students difficulty in learning maths mainly has the obstale lited below in various stages of the cognition process of maths concept. ⑴.In the stage of sense perception, the obstacle of students difficuty in learning maths isprimely the comprehensive understand of information. For example:Cognition obstacle of maths language; obstacle of understanding maths language; obstacle of converting maths language. These obstacles lend to the difficult student can't well understand learned concepts, terms and symbols, thus they can't well code the provided information.⑵.In the stage of understanding, the main obstacles are that: ①.They confused the escence property of maths concepts. They can't summarily understand the different expressions of the identical maths concepts , so that cognition structure can't effectvely assimimate new knowledge;②.They can't distinguish near concept, and can't make clear the relation and distintion of between the concept and its superordinate concept, its inferordinate concept, so that new knowledge can't intergrate into the former structure of knowledge.⑶.In practicing stage. The main obstacles are that:①the different expressions of identical concept can't be flexiblely converted; ②they can't understand and master the ideas and ways of maths, and can't apply them to the solution of problem in new context.2.The main clause of cognition obstacle of maths concept as follows: ⑴.Poor cognition strategy; ⑵.the poor former eognition structuve and unsufficient in maths language; ⑶.the less ability of abstract summary.3.The ways of solution of cognition obstacle of maths concept;⑴. the ways of solution of overcoming of maths language.①strengthening training of maths language through creating context;②Making clear concept and attaching importance to the narration of key words and symbol. ③Infiltration of assembly and logical idea, making clear the relation between objects.⑵.We must stress the essence property of concept through variable teaching, so that...
|
PDF Full Text Request