Research On The Cognitive Style Difference Of First-year High School Students

"Medium-and long-term country reform and development of education plan outline (2010—2020)" points out that we should pay attention on the needs of different students, that is to say, on individual difference of students, which requires the teacher show the education idea based on the development of the student in the teaching process. This article discusses in detail about the characteristic and theory of "characteristic-functionality" cognition styles, which is based on the theory of cognition style difference studied by German education expert, Schwank. The article researches the difference of first-year high school students in the process of solving mathematic problems through questionnaire surveys, investigates systematically the effection on mathematician study of the different cognition style, explores the study characteristics of "characteristic-functionality" and accordingly gives teaching suggestion.This article comprises of three parts:First part (Chapter 1—4):Theory survey. In this part we introduces in detail about the theory of cognition style difference, gives introduction and comment on the correlational research about the cognition style difference and mathematic problems solving.Second part (Chapter 5—6):Experimental study. The study is divided into two parts: the cognition style difference study and mathematic problems solving study. In the former we work out the cognition style testing questionnaires and distinguish the two kinds of cognition style, characteristic and functionality. In the latter we test the students by mathematician questionnaires and accordingly analysis the differences of the "characteristic" and "functional" students when solving mathematician problems and the reasons for the differences.Third part (Chapter 7—8):Conclusion and recommendations. The conclusion is as follows: 1. There is gender difference for "characteristic-functionality " cognition styles. Most girls tend to be characteristic cognition style and most boys tend to be functionality cognition style.2. There is no significant correlation between "characteristic-functionality " cognition styles and maths scores.3. The "characteristic-functionality " cognition styles have effection on mathematician problems solving. The functionality student are better than characteristic student when solving the mathematician problems.4. In cognition structure aspect, the characteristic student study the mathematician concepts solider and more integrated.5. In mathematician problem-solving strategies aspect, the characteristic student prefer to induction, analogy method and classification, while the functionality student prefer to deduction, construction method and inversion.6. In knowledge transferring aspect, the characteristic student grasp knowledge more systematically than the functionality student but are weaker on the application of the learned knowledge.7. In the exploration and forecast ability on unknown objects aspect, the functionality student are stronger than the characteristic student.