The Study Towards Junior Students’ Cognitive Processing Characteristics In Problem Solving Of Dynamic Geometry And Intervention Effect

The geometry instruction is important to improve students’ abilities of spatial cognition and reasoning. This study aim at geometry problem solving of rotation category problems for the second-year junior high school students. By solving problems in limited time, to invest their cognitive processing characteristics in problem solving, and to research the methods of improving their accuracy.The research consist of two parts:One set out from the duplicity of geometry, which is drawing and reasoning, by sum up different mistakes originated from problem solving performance, as well as dividing them into groups, to analysis the required cognitive processing characteristics in problem solving; the second investigation based on the previous study, which is the analysis to cognitive process characteristics, to invest the impact of different intervention methods of graph identification or conception understanding has on students’ problem solving in dynamic geometry.The research show that:Different mistakes come from different problem solving performance. Drawing correctly is the foundation request for geometry problem solving in rotation, the faulty of drawing can prevent people from reasoning. On the basis of drawing,reasoning become more important as well as the key point. For most students who are at a high level in drawing, the block in reasoning can induce mistakes of un-exists information or go for the wrong way. By employing appropriate schema in problem solving can improve students ability of identifying the key information, to save cognition resources and improve the correctness.By training graph identification and conception understanding can improve problem solving. The intervention effect of graph identification is lie on the recognition of key characters and relations underlie, through which to guide the building of correct methods and ways towards problem solving. However, it can improve reasoning ability, but has little effect on improve schema use. Besides, the concept understanding pay attention to the relations among concepts and graphs, and apply the relations into the process of problem solving, which has an impact on changing the category of schema, and has more significance on the improvement of problem solving.