The Influence Of Cognitive Style On The Application Of Geometric Application In Junior Middle School Students

"The full-time compulsory education mathematics curriculum standard" pays close attention to students comprehensive, sustainable and harmonious development, emphasizes on cultivating students’ consciousness of application and asks students to solve practical problems. Geometry knowledge combined with the actual problem of geometry word problems, which examines student in a new way to analyze and solve the problem of various quality and ability. It is not desirable that students solve geometry problems in the examination. Junior high school students lack system research when solving geometric problems. As a teacher working in the first line of mathematics, I think I should make beneficial explorations in geometry application problems and teaching.Based on the embedded graphics (EFT) to test the students’ field cognitive style games (dependent type-independent model), through the test for students of different types of geometry word problems, comparing the students test scores of different cognitive styles, from the Angle of cognitive style of the two typical geometry word problems to solve in junior high school students study, other summarized the influence of the cognitive styles of junior middle school students geometry word problem solving and the teaching enlightenment:1. Junior high school students cognitive styles exist significant differences in grade, the seniors tend to be more independent model than younger students, but there is no difference in gender.2. Junior high school students of different cognitive styles exist significant differences in solving geometric problems, independent model of students score higher in test, and there exits difference in solving different types of geometry word problem.3. By studying typical field independent model and field dependent type, we can see field independent model students have certain advantages in geometry word problem solving.4. In the practice of teaching the teacher needs to know the students’ cognitive style, respect individual differences and realize their aptitude.5. Teachers in the teaching practice for individual difference teaching should change teaching methods.6. Combining geometry application studies students’ cognitive style, improve the students’ geometry word problem solving ability.