Research On Mathematical Number Pattern Recognition In Senior High School

This article will define the concept and the composition of pattern recognition basing onbasic pattern recognition researches.According to the research, the paper will establish morecomplete theoretical system and framework of pattern recognition.The aim of the reaserch is toprovide basis for subsequent empirical research and analysis.Research methods used in this paper are theoretical analysis, questionnaire and interview.The main details: First,by reviewing the current process of mathematical problem solvingpattern recognition studies, since most literature tends to mathematicle problem solving,so thearticle pays attention to the analysis of the current theories about the problem-solving research inthe pattern recognition,and summarizing the focus and lack of pattern recognition to determinethe main research question of this study and research methods; secondly, according to previousstudies,by analyzing the theory of number of columns of pattern regonition,the article not onlyprovides a definition of the pattern recognition in the process of solving problems of the numberof columns and factors affecting pattern recognition in the process of solving the number ofcolumns’ problems,but also produces the questionnaire combined with the learning of number ofcolumns;third, carring out the questionnaire investigation,using SPSS17.0counting surveyresults,then by a detailed analysis of the survey results, to get the current status quo andinfluencing factors of problems of pattern recognition;fourth, based on the problems of patternrecognition,an interview outline prepared and by the interview to find out causes of theproblem;finally, for the causes of the problems raising teaching analysis.The main findings: most of all,in the process of pattern recognition recognition of Methodsand subject type is better than the identification of concepts, formulas, and the nature of theproposition;the identification of concepts, formulas, methods, subject type of comparisonRecognition proposition with nature is more stable;second, students in literature class,and inscience class, or boys and girls do not exist significant differences in general, differences are onthe absence of significant differences in the process of recognizing the pattren of subject types,formulas,or methods,and there is small differences in recognizing the pattrens of concept,proposition and nature;third, students with different grades have significant differences ofabilities of recognizing concepts, formulas, methods, propositions and the nature of the subject type of the five dimensions and overall;fourth, student self-monitoring, quality mathematicalthinking, different objects what need to be identified,and the subject type all affect the level ofpattern recognition,and there are influences between the various four factors;fifth,in analysis ofdifferences in factors, for male and female students, there are differences in the self-monitoring,mathematical thinking,and on recognition object,literature’s and sciences’ students differ inself-monitoring, quality mathematical thinking； students of different grades in theself-monitoring, mathematical thinking, to identify the object, the subject of the four types offactors are significantly different.Finally, according to findings and based on the number of columns problem presents ideasof teaching high school students using the pattern recognition. Requirements of teaching patternrecognition for high school sdudents, mainly by the following five principles: to strengthen theintegration of the number of columns mode and to enhance the number of columns modefirmness in students’ mind;to strengthen the guidance of student thinking processes,to promotestudents’ self-monitoring abilities;to promote students’ mathematical thinking qualityimprovement;to introduce the mechanism of pattern recognition to students, to promote studentconscious applications;to deepon the pattern recognition by strengthening the training of thevariable type and fork coupling problems. Specific practices for teaching mainly consist of thefollowing six: to deepen students ’understanding of the number of columns mode withintroduction of the history of mathematics;to guide students to problem decomposition, toencourage students thinking independently, and to construc mode actively；increase of thinkingguidance and to improve the students’ level of thinking；abundant exercises to strengthen ofvariant issues associated with cross training issues, and to enhance integration with the numberof columns in various parts of knowledge;summarizing the teaching well, strengthening teachingreflection, and promoting student self-monitoring； through mathematical reading trainingstudents’ ability to understand the problem and refining capacity.