Cognitive Structure Of The Elementary School Mathematics Students With Learning Difficulties And Classroom Teaching

This study tries to find differences of cognitive structure between elementary school students with math learning difficulty and math gifted students, and further to investigate how to manage elementary school math teaching classroom scientifically, how to take effective teaching methods to regulate and control cognitive structure of pupils with learning difficulties. Theoretically, it can enrich and verify cognitive theory, renew people's knowledge and concept; practically, it can direct math teaching and solve the math learning difficulties in elementary school gradually, and provide effective ways for solving other type learning difficulties.The sample of this study was two hundreds and ten 5 graders from 3 classes of 3 schools, which belong to 3 districts of Anshan city respectively. 30 pupils with math learning difficulties and 30 math gifted pupils were selected among the sample. Using group tests, individual interview and classroom observing, the following results were obtained:I There is significant difference in solving math problems between math gifted pupils and pupils with math learning difficulties. The difference was due to the difference of cognitive between the two group students. Compared with gifted students, pupils with math learning difficulties' cognitive structure has the following characteristics:1. lack of declare knowledge or they are not represented clearly or properly;2. lack of procedural knowledge or they are not represented clearly or properly,3. Basic knowledge schemata are not represented clearly or properly;4. lack of strategies knowledgeII The key to improve teaching quality is to strengthen scientific management of classroom teaching and take effective measures which will be very helpful for elementary school students with learning math's difficulty1 The core of classroom teaching management is to renew knowledgeoutlook The narrow sense outlook should be turned into broad sense outlook Much attention on cognitive structure in the minds of the students need to be paid2 The starting point and end-result of classroom teaching management are to pay much attention on teaching of fundamentals further improve teaching quality and solve the problems of the students with math's learning difficulty3 The important method about classroom teaching management is to strengthen internal motives stimulates and maintains the permanent motive force of the students' study4 The key to classroom teaching management is to build up a democratic and harmonious relationship between teachers and students Good classroom teaching management will play an important role in promoting elementary school education reform lightening students' schoolwork burden as well as giving great impetus to quality education process...