The Analysis Of Function Learning Obstacle And Research On Teaching Countermeasures In Senior High School

The function is an important content of high school math, is the backbone of high school courses is the fundamental tool of description of objective things and variable, it is methods and ideas to cultivate students’ logical thinking ability, problem solving ability, mathematical coupling ability. But high school students generally reflect the function is more difficult to learn, so is very necessary to study high school function learning disabilities.This article is main survey with questionnaire, interview method, with SPSS as analysis tool, using the single dependent variable multiple factor variance analysis methods to analyze the cognitive factors, cognitive factors, the student to the teacher’s teaching evaluation to analyze its influence on student achievement, draw the conclusion: a weak function of the low learning motivation, learning interest, bad function learning habits, firm and enduring will to learning, teacher’s teaching mode, not sensitive perception ability, low levels of thinking ability, weak understanding are students function obstacle. The use of test detection function knowledge learning obstacles, to take SOLO classification evaluation methods to analyze students in solving the problem of the specific function thinking of level,combined with interviews concluded students knowledge of function obstacle: did not take into consideration the students’ cognitive development regularity in teacher’s teaching,do not pay attention to the primary and high knowledge of cohesion; Instances of the contact teaching lack of life; Complex abstraction of the concept of function and abstract function symbols;Numerous and complex function knowledge,cannot effectively the construction of the overall function of knowledge system; The function of mathematical thinking method to understand is not deep enough. Teachers in the teaching can’t very good use of multimedia auxiliary teaching; For high school students mathematical function less classic topic of master.Response to high school students is presented according to the research conclusion function learning disabilities non-cognitive factors and cognitive factors: the teaching strategies to inspire students and maintain the function of learning motivation,cultivating students’ function study interest; The function of learning attitude, develop the function good learning habit; Pay attention to students emotion, cultivating students’ good will quality; Pay attention to the cultivation of students’ thinking ability and the four base. To cope with high function knowledge learning disabilities: the teaching strategies following the students’ cognitive development,pay more attention to the cohesion of the primary and high function knowledge, With the help of a living example abstract the concept of function; Pay attention to the nature of the concept of teaching,strengthen the understanding of the function of symbols; Guide the student to the overall master function knowledge, pay attention to function ideas and methods; To change the traditional teaching mode, with the aid of multimedia creation situation teaching; A moderate amount of classic topic training function.