High Student Trigonometric Function Cognitive Impairment And Countermeasure Research

In this paper, considering the Gagne information processing theory and constructivismtheory as the basic theory, research the cognitive disorder, analyze the degree and reasons ofdisorder from aspects of the triangle function learning characteristics and cognitive developmentcharacteristics of high school students, , and proposes teaching strategies and suggestions on thebasis of this. In this paper, the specific research contents are as follows:Firstly, the first part in this paper discusses the background, problems and meaning of theresearch. As the gradual and stable development of New Curriculum Reform, the research intohigh student’s mathematic learning becomes deeper gradually. The first year in high school is thebeginning of high school study; the cognitive level and learning comprehensive capacity of highschool students in grade one are not good. Therefore, for students, more abstract mathematicknowledge becomes the learning barrier. Trigonometric function knowledge which is consideredas basic elementary function is not only a hot examination of College Entrance Examination butalso a basis of learning mathematic. It plays an important role in developing the mathematicalthinking and capacity. However, many students has barriers in cognitive when learningtrigonometric function. Therefore, as for students’learning and teachers’teaching, it has boththeoretical value and realistic meaning to research the cognitive disorder of trigonometricfunction of high school students in grade one, and proposes corresponding teaching strategies onthe basis of this.Secondly, the second part in this paper is the theoretical basis of this thesis. This part firstlyanalyzes the concept based on the study of cognitive impairment, defines the cognitive disorder,mathematical learning disorder, mathematics cognitive disorder, and analyzes the trigonometricfunction learning from trigonometric function knowledge and students’ cognitive characteristics.In addition, with the Gagne information processing theory and constructivism theory as thetheoretical basis of this paper, analyze cognitive process on the basis of it.Thirdly, the third part in the paper focuses on the cognitive disorder of high school studentsin trigonometric function learning. This part mainly uses the method of questionnaireinvestigation on high school students and analyzes cognitive disorder of high school students ingrade one in trigonometric function learning disorder. According to the theory of information processing, cognitive process is divided into 6 stages, understanding stage, acquisition stage,memory retention stage, recalling stage, generalization stage and operation stage. Based on theanalysis of survey results, it is found that the high students have cognitive disorder intrigonometric function learning of the six stages, and the cognitive disorder is more serious at theoperation stage. In cognitive disorder degree study, secondary students whose disorder degree ismedium occupied the largest proportion. There is no significant correlation between disorder ofacquisition stage and operation stage. There are significant correlations between other disorderstages and learning results. On the basis of the analysis of disorder at each stage, combining withthe high school triangle function learning and teaching through the interview, the fourth chapterfocuses on the analysis of the cognitive disorder cause. And the reason has mainly three aspects:high trigonometric function knowledge characteristics; high school students’own reason;traditional teaching mode emphasizing conclusion rather than processes.Finally, in order to be able to avoid the production of students’cognitive disorder in thepractical teaching, the fifth part puts forward teaching strategies as for the specific trigonometricfunction teaching. Based on the constructivism teaching concept, mathematics teaching viewunder the concept of New Curriculum, the trigonometric function of cognitive disorder and itscauses, on six stages of the disorder put forward the following teaching strategies from concept,graphic image and the formula teaching in order to solve the disorder at the six stages: (1)teaching should pay attention to change teaching idea, arouse students’ attention; stimulate theircuriosity and thirst for knowledge, and pay attention to the conflict teaching; teach emphasizesthe outstanding points, and remove students’ errors. (2) Connect the actual problems, andstrengthen the object teaching; apply the multimedia technology, and pay attention to the processof display; teaching shall emphasize students’ participation, and strengthen cooperation learning.(3) Pay attention to the connection and differences between old and new knowledge, andemphasize the understanding memory; use contrast teaching, and avoid repeated superposition offormulae; form interrupted teaching, and avoid repeated superposition formula. (4) Pay attentionto the overall teaching, and help students to form correct and complete knowledge structure;eliminate stereotype, and pay attention to the difference teaching; emphasize the knowledgeanalogy, develop students’transfer ability. (5) Strengthen the concept of substantial teaching,and cultivate students’ awareness of the function; lessen form teaching, and emphasize characteristics and essential of formula; image teaching pays attention to the process presentationand cultivates students’ reasoning ability. (6) Permeate mathematical thinking, develop student’sflexible and diverse mathematical thinking; pay attention to timely review, and emphasize thecomprehensive application of knowledge; strengthen basic math skills training, and pay attentionto teaching and practice combination.