High School Students The Probability Of Learning A Cognitive Impairment Analysis And Countermeasures

Base on Gagne,s study result classification theory and constructivism theory, and combine the characteristic of the probability as well as the cognitive level of the high school students, the thesis undertakes a study of high school students'cognitive obstacles in probability learning. Meanwhile, a detailed analysis of the causes of the cognitive obstacles is made for the high school students. Under this foundation, according to the constructivism theory; the author provides some teaching countermeasures to overcome the cognitive obstacles. The main contents of this thesis are as follows:Firstly, the thesis discusses the background, significance and purpose of the research. In recent years, with probability introducing to mathematics curriculum of middle and primary school in our country, the research is then becoming increasingly urgent in training students' cognitive and creative thinking. Many mathematics educators have conducted a great deal of explorations on it by theories and practice. Some investigations indicated that it is very common for students who have a poor level for probability, and negative obstacles really exist in the process of students'learning in probability. Furthermore, few researches on the cognitive obstacles and its teaching countermeasures in probability have carried out. So our research is not only significant in theory but also in practice.Secondly, the second part is considered to be the theoretical foundation of this article. On one hand, the author makes a detailed analysis to the subject characteristics of probability discipline and cognitive level of high school students. On the other hand, by using the theory of constructivism, we research the cognitive process of high school students in learning concept, formula and probability problem solving.For the third part, we mainly discuss the probability learning of high school students in the various types of cognitive obstacles. Gagne learns the results of cognitive factors into verbal information, wisdom, skills and cognitive strategies. Our survey indicates that the high school students have verbal information obstacles, wisdom obstacles, skills obstacles and meta-cognition obstacles in their probability learning. For example, the characterization barriers for the key words and concepts, the description and expression obstacles for probability events, the discrimination barriers for concept and formulas, the obstacles for the probability model structure and transform, the disorders for probability thought, the obstacles for met-cognitive knowledge and mete-cognitive monitoring. After comprehensive analysis for the investigation results we obtain that the degree of meta-cognition obstacles is higher than other obstacles'in their probability learning, and Senior high school students are more serious than three students in all cognitive obstacles, meanwhile there exists significant differences between Senior high school students and three students, but it has no significant differences for male and female students in different obstacles of cognitive.Based on the research of different obstacles of cognitive, with the purpose of directly overcome the different obstacles of cognitive, it is very necessary to take a serious study of their producing causes. Therefore, the fourth part gives the mainly causes as follows: The structure of probability knowledge itself causes cognitive obstacles, the low cognitive level of high school students, the poor lever of high school students in meta-cognitive, as well as the traditional teaching method of probability all cause cognitive obstacles.In order to effectively eliminate the students'obstacles of cognitive, and based on the constructivism, the fifth part puts forward the teaching countermeasures to overcome the obstacles for improving our teaching level and enhancing the ability of prediction and directness and virtually correcting the students'different departure and mistakes on the cognition. As the way of learning and thinking in probability is different from algebra and geometry, it not only requires the students to grasp the complexity of the definition, but apply them into the specific situations flexibly. The constructivism stresses that the leaning and knowledge construction of the learners is an active process; the teacher should be the instructor and assistant for the students; the teaching activities are represented in the way of cooperation and exploration; the teaching course should be able to guide students actively participate.Based on the understanding of the learning and teaching theory with constructivism, and combine with the researches and analyses on the different obstacles of cognitive, the author puts forward the following countermeasures. To solve the verbal information obstacles, we measure as follows: guiding students to establish good cognition structure of probability; training students to characterize the concept and formula; the teacher should display self-thinking process and give full roles in leading and thinking demonstrativeness. In order to eliminate wisdom disabilities, we should essence property of concept, comprehend the inherent relation between concepts, apply concept figures and conflict teaching theory to promote the probability teaching, moreover we should take a special probability topic teaching, carry out cooperation and communication teaching methods to demonstrate the process of the probability model's establishment, and then guide the students to comprehend the thinking mechanism of the probability model. In order to eliminate meta-cognitive disabilities, we should conduct the student to learn how to set the notation to concepts, formulas and exercises.