Study On The Learning Difficulties And Countermeasures Of Geological Proficiency Of High School Students

Geometric probability is the newly joined content of the new standard,as animportant probability,has profound significance for the study of probability. Butbecause the “geometric probability” are abstract, when students study the content hasa lot of learning difficulties. In order to get high school students in the process oflearning “geometric probability” specific difficulties and its reasons, formulate thecorresponding teaching strategies, so this topic research is put forward.This paper reviews on the research literature of learning difficulties,mathematicallearning difficulties and geometric probability, analyzes the present situation of thestudy of geometric probability,and defines the mathematical learning difficulties. Onthe basis, with Gagne’s study result classification theory and meta-cognition theory,defines the geometric probability model of learning difficulties. I think high schoolstudents geometric probability’s learning difficulties is to point to high school studentsof intelligence, due to the verbal information and intellectual skills, lack ofmeta-cognition, and emotional attitudes,as a result of negative learning efficiency islow, can not reach the requirements of the curriculum standards stipulated by the state.And because geometric probability is the newly joined content of the new standard, soI will understand geometric probability from the new standard, discover the contentcharacteristics of geometric probability.On the basis of the above theoretical analysis, this paper has carried on theinvestigation and empirical research, design and comply the geometric probabilitylearning situation questionnaire and geometric probability test.Through the analysis ofthe results of the survey found that: in the process of geometric probability of learning,school students generally exist the following eight kinds of degree of learningdifficulties: the characterization difficulties for geometric probability concept andformula, the description and expression difficulties for geometric probability events,the analysis difficulties for geometric probability concept, the difficulties for geometric probability structure and transform, the difficulties for geometricprobability thought, the difficulties for meta-cognitive knowledge and meta-cognitivemonitoring, negative attitude. For the whole students, the degree of the difficulties formeta-cognitive monitoring is one of the most serious,followed by the analysisdifficulties for geometric probability concept, the difficulties for geometric probabilitystructure and transform, the degree of the difficulties for attitude is the lightest;individual difference of the difficulties for meta-cognitive knowledge is one of thebiggest, individual difference of the difficulties for attitude is the smallest;ingeometric probability level of all kinds of difficulties in the learning process girls’individual differences are a little more serious than boys’,but in addition to thedifficulties for geometric probability structure and transform, boys’ individualdifferences are bigger than girls’. in geometric probability level of all kinds ofdifficulties in the learning process Taian’s individual differences are a little moreserious than Weifang’s, and Taian’s individual differences are bigger than Weifang’s.High school students in geometric probability level of all kinds of difficulties in thelearning process there is no significant gender difference and significant regionaldifferences.The paper also analyzes the cause of the high school geometric probabilitylearning difficulties, think the reason mainly has two aspects:the knowledgecharacteristics of geometric probability (the negative transfer of junior schoolknowledge, classical probability interference,several form combining failed to grasp);high school students their own reasons (insufficient level of high school studentsthinking, insufficient level of high school students meta-cognition, learning attitude ofgeometric probability is not positive enough). Finally, on the basis of the analysis ofthe causes, and in accordance with the teaching and learning theories ofconstructivism and learning characteristics of geometric probability, respectively, putsforward the corresponding teaching strategies to overcome high school students geometric probability learning difficulties:(1)make the students build good knowledgestructure system; fully exposed thinking,cultivate students’ good habits of thinking;use of visual teaching, enhance the students’ intuitive representation;(2)set up theconstructivism teaching understanding in teaching; make the students form a deepunderstanding of knowledge; expand the thought angle,build flexible mindset;through variation teaching,cultivating students’ thinking flexibility;(3)enrich thestudents’ meta-cognitive knowledge, teach students’ meta-cognitive strategy; strengthstudents’ meta-cognitive monitoring instruction;(4)teachers should help students clearlearning objectives; improve the students’ interest in teaching; do a student moodregulator; guild the student to form “math is not difficult,geometric probability is notdifficult too”consciousness.