A Study About Recognizing Closed Phenomenon In Math Learning

After a certain teaching behavior, the knowledge or understanding of a problem the students got is confined to a fixed range, and it is difficult to break through and beyond the original understanding so that a cognitive disorder is formed in students’ mind. This kind of cognitive disorder is the argument of this paper.Literature study, questionnaire method and study testing method are the main research methods in this paper. The first step is to look for related literatures to find and outline the characteristics and the performances of the phenomenon:the second step is to implement a questionnaire the internship class to get effective research data and materials:the last step is to verify the conclusions in this paper by testing the author’s tutor students with test questions prepared in advance. The result of the research indicates that majority of students have the feeling of cognitive disorder when they are analyzing and solving mathematics problems.The main results of this study are as follows:(1) the phenomenon of cognitive closure has six features,they are obstacles, hidden, intractable, timeliness, and other differences.(2) cognitive closure phenomenon is mainly appeared in the process of analyzing and solving problems. The mainly performance is that students are not good at converting flexible thinking and connect the knowledge in their mind.(3) the causes of cognitive closure phenomenon as follows:First,students’ cognitive structure is imperfect:Second, the quality of students’ thought is not good:Third, the thinking habits of students’ are not good.(4) This paper presents four strategies for breaking through cognitive closure. First, focus on improving the cognitive structure of mathematics to make the students have the knowledge base of opening cognition:Second, pay attention to the optimization of the quality of mathematical thinking, strengthen students’ cognitive ability base of opening cognition:Third,pay attention to variant teaching in solving mathematical problem. Fourth, focus on training math dialectical thinking.