The Teaching Inquiry Of Complex In Middle School Mathematics

The development of complex is a lengthy and difficult process.In the beginning,the complex was not accepted by people due to cognitive barriers.With the development of mathematics and cognition,the complex has been accepted by people and applied to various fields such as mathematics,physics,and other disciplines.Now the complex has already become a sharp tool which helps people solve many problems.The complex teaching under the new curriculum reform only retains its concepts and calculations.Although the difficulty is reduced compared with the high school textbooks in the 1990s,the students still have cognitive barriers in learning.This paper mainly analyzes the reason why the concept of complex teaching leads to the cognitive barrier by a questionnaire.Facing with these problems,the author will consider the teaching process optimization and changes in order to enable students to re-understand the nature of the complex.Firstly,this paper describes various problems which arise in the development of the complex.These problems mainly originate from people's cognitive barriers.Experiences show that senior high school student also encounter such cognitive barriers when studying complex numbers.Secondly,this paper analyzes the complex part of the textbook published by Beijing Normal University.The author analyzes how the students study the complex and how well they understand through a questionnaire,and reaches to a conclusion of which students' cognitive difficulty lies in incomprehension on complex and lack of learning motivation,etc.Thirdly,through the analysis of the college entrance examination and other exercises,the students can digest,draw inferences,and truly understand its concept and meaning of the subject.Finally,through the analysis and exploration of the above problems,this paper attempts to optimize the teaching design and process to solve students' cognitive barriers on complex,and put forward some ideas and schemes in teaching design.