| Disciplinary Domain Knowledge is all the knowledge about a particular subjectthat students have,is a subject of some correlation, logical and operational knowledgeaccording to the cognitive characteristics and properties organized knowledge blockand cognitive operations diagram.Mainly includes the academic content knowledge,cognitive process knowledge and the problem conditions knowledge,cognitiveprocess is also called procedural knowledge.Related research shows that in the fieldof mathematics,mathematics academic achievement and problem representationstrategy of primary and middle school students have very close connection,proceduralknowledge in mathematics occupies an important position.This study aims to explorethe effect of procedural knowledge in the discipline domain teaching ofjunior middleschool students to the problem representation strategy.In research one,158junior high school grade eight students as subjects,adopts theprocedural knowledge questionnaire survey procedural knowledge levels ofstudents,In accordance with the procedural knowledge measurement questionnairescores,60students divided into high group and low score group.According to the fourtypes of surface features and principles, design letters formula, discusses the effect ofprocedural knowledge level of junior middle school students on problemrepresentation strategy.The results showed that:(1)low group on A formula ofaccuracy was significantly higher than that of B formula, low group in A formula ofaccuracy is significantly higher than C formula, low in C formula on the accuracy ofD formula is significantly higher than that in low accuracy is significantly higher thanB formula on D formula.(2)A formula of accuracy was significantly higher than Bformula,A formula of accuracy and C formula had no statistically significantdifference, the high group in C formula, which is correct, and there was no significantdifference with D formula, high group on the B and formula D had no differsignificantly in accuracy rate.Then,60students from grade eight middle school students as subjects,use book of PEP eighth grade math factorization as experimental material,formate proceduralknowledge questionnaire,to investigate students’ procedural knowledge level,thendivide them into high elevation group and low elevation group.According to thesurface features and process features similar or not,designed four types of lettersformula,discussed when middle school students in different procedural knowledgelevels represent problem,except under the influence of surface features andprinciples,is affected by the characteristics of process or not.The results showedthat:(1) low group students in A formula of accuracy should be significantly lowerthan B formula,and the low group students in A formula on the reaction time was farstronger than B formula.Low group students in A formula of accuracy and reactiontime was significantly higher than C formula.(2)On the A formula of accuracy tosignificantly lower than B formula. Class A formula of accuracy and reaction timewas significantly higher than C formula.Conclusion: To some extent, whether high orlow procedural knowledge of students, have adopted the direct conversion andproblem model,this two kinds of problems Representation Strategy.But highprocedural knowledge of the students on the use of more model strategy, the lowprocedural knowledge of students is more like using direct conversion strategy.In research two,Two parallel class from eight grade junior high school as theresearch object,discuss whether the teaching method of problem model can effectivelypromote the mathematics learning of junior middle school students.The resultsshowed that:(1)the learning experimental classes’ teaching unit test score issignificantly higher than that in comparative classes’.(2)the teaching experimentalclass’ excellent students unit test scores had no significant differences with the controlclass’ excellent students’ unit test scores.Conclusion: overall, teaching method basedon the problem representation strategy has a significant promoting function on juniorhigh school students in math.Because learn to poor students tend to use directconversion strategy this kind of low-level problem representation strategy,teachingexperiment can significantly improve learn to poor students’ problem representationstrategy,effectively promote the learn to poor students’ mathematics learning.Butexcellent students had mastered model strategy problem,therefore teaching methods based on the strategy of problem model for the promotion of excellent students’mathematics learning effect is not obvious. |
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