An Analysis Of The Causes And Countermeasures On Junior Middle School Students' Difficulties In Learning Function

The concept of function is complex and not easy to understand.It is one of the basic concepts of Mathematics.The function content plays an important role in the senior high school entrance examination in recent years and it is related knowledge is not only hot point but also difficult point in the examinations.At present,China is at an important stage of basic education reform process.Taching function tends to be optimized and scientized and moves toward a more detailed direction.Therefore,research on the status quo of learning function of junior high school students is very necessary.This paper starts from the development history of the function to analyze it is position in the junior middle school mathematics and the entrance examination.Combined with the teaching situation of domestic junior middle school function,based on the theory of attribution theory,information processing theory,cognitive theory,the zone of proximal development theory,this paper analyzes the learning situation of junior middle school learning function.The author of the paper chooses the teachers and students from Inner Mongolia.Ulanhot thirteenth middle school and fifth middle school of Ulanhot to conduct a questionnaire survey and test to analyze students' learning function status and teaching situation.The author of the paper makes use of mathematical statistics method two independent samples T test for students to analyze the difference of genders of students,excellent students and students with learning difficulties.In conclusion,there is no difference between the different genders of the students in learning function,while excellent students and students with learning difficulties have significant differences in the results.And using the Li Ke volume Table integral analysis and investigation and interviews of teachers,the main types of difficulties of middle school students in learning function can be divided as follows: difficulties in understanding the concept of function;difficulties in describing all kinds of functions;difficulties in descriminating the concepts and formulas of function;difficulties in caculating function problems;difficulties in building and transforming function models of practical problems.Finally,the author of the paper analyzes the causes of the major difficulties:(1)the knowledge of function structure itself caused the learning difficulties;(2)the immature cognitive ability of junior school students caused learning difficulties by function;(3)Junior school students' lack of metacognitive ability caused learning difficulties in function;(4)the lack of interest of junior school students in learning mathematics caused learning difficulties in function;(5)teachers' single teaching method caused learning difficulties of students.At the end,according to the main reasons,the author of the paper put forward suggestions and strategies for the teachers and students.