Research On Learning Strategy Of Calculus In Senior High School Students

High school students’ academic arduous learning obtained can play a multipliereffect. In order to understand the current situation of high school students appliedmathematics learning strategies, with mathematics plays an important role in the system,occupies a pivotal position in the context of the mathematical calculus for the content,The main use of the questionnaire, literature review and other research methods.The main findings and conclusions are as follows: Do not pay enough attention tothe mathematics module of knowledge learning of senior high school students，Highschool students of calculus learning attitude is bad. High school students mathematicscognitive learning strategies application "mixed": a comparison of the number ofstudents did not develop good study habits, between "knowledge" and "action" in thesenior high school students in the gap, high school students learning in Mathematics inthe process, some problems exposed a narrow range of knowledge, high school studentsmathematics learning process be good at "infer other things from one fact". Mathematicsmeta-cognitive learning strategy use "immature" high school students: some students saidthat the related concept of mathematics is difficult to understand, in the learning processcalculus, students are not good at self concern. High school students mathematicslearning resource management strategies in the process more generally: exhibiting atendency to cooperative learning process calculus in senior high school students inmathematics learning, planning well in high school students.3aspects of the papers from the students, teachers, education departmentsrespectively put forward mathematics learning of senior high school students of differentimprovement suggestionsThis paper attempts to explore the use of psychological theory to analyze some ofthe problems that exist in the teaching of mathematics, And from the perspective ofstudents, research students "how to learn" problem, with "how to teach" problemcurrently a lot of research is very different from the teachers’ point of view, it would be anew perspective to the study.This paper provides a rich data support for follow-up study, further research can bethe basis for further analysis and discussion.