The Research On Knowledge Representation Of Domain Knowledge Learning In Mathematical Disciplinary

Domain knowledge is an individual about a specific domain which is consisted of declarative knowledge, procedural knowledge and conditional knowledge, which has positive function in cognitive activity. Disciplinary domain knowledge is formed from the subject teaching of domain knowledge, which is comprised of disciplinary domain knowledge, scientific principal, cognitive process knowledge and problematic condition knowledge, and contains three types of state of knowledge: static, dynamic and condition knowledge., It has such features as integration, dynamic and interaction. The representation of teaching strategy of disciplinary domain knowledge makes disciplinary domain knowledge in math teaching practice workable. This research conducts a teaching experiment by means of organize the teaching units of disciplinary domain knowledge,investigates the effect of teaching of disciplinary domain knowledge in disciplinary domain knowledge representation,and investigates the feature of disciplinary domain knowledge representation in disciplinary domain knowledge learning from different academic levels.Part one investigates the trait of the knowledge structure in mathematical learning and problems in teaching material. Reorganize the teaching unit of disciplinary domain knowledge based on the survey and introduce teaching experiment. The research investigates 562 students'surface features of mathematical knowledge in grade 7 through questionnaires, meanwhile interviews 12 math teachers so as to understand the existing problems in the process of using math material, and analyzes the grade 7 math material with the help of senior teachers. Based on the students'knowledge features, teachers'teaching need and material feature, the research conducts a teaching experiment of disciplinary domain knowledge on"linear equation with one unknown"in grade 7 math by means of organized teaching strategies of teaching of disciplinary domain knowledgePart two investigates the effect of teaching of disciplinary domain knowledge counters the knowledge representation respectively by means of three experiments:Experiment one survey the changes of extent and depth of knowledge representation of scientific content on the basis of 196 7th grade students as participants, recognition task paradigm and education content knowledge as recognition material. The result shows: (1) the experimental group are superior to controlled group significantly in the depth of scientific principal content representation, there is no significantly in extent between experimental group and controlled group. (2) papillary representation extent of different school work levels is significant different, while the depth has no significant difference.Experiment two analyzes the developmental level of knowledge representation in cognitive process on the basis of 34 7th grade students as participants, adopting Thinking aloud, as the research normal form, and considers the solution of pure mathematical calculation and problems as operating duty. The study shows: (1) the knowledge representation level of experimental group'cognitive process is higher than the controlled group, and developmental level of knowledge representation level of experimental group'cognitive process focus on the meta-program and procedure levels mainly. (2)?The knowledge representation of students of different school work levels in cognitive process has significant difference. The knowledge developmental level of achievers'cognitive process focus on the conceptualization level; the middling students meta-program level, while underachievers procedure levels.The test three checks knowledge representation of problematic condition on the basis of 202 7th grade students as participants, adopting the way of Critical condition attribute under specific problem situation. The study shows: (1) The teaching ability of disciplinary domain knowledge improves significantly the students'knowledge representation of problematic condition; (2)The knowledge representation of problematic condition is related to the problematic solution achievement; (3) The knowledge representation of problematic condition of different school work level students exits significant difference.