Analysis Of Cognitive Impairment Of High School Students Learning Conic Section

Conic section is one of the important contents of mathematics learning in senior high school.It is an significant manifestation of solving geometric problems through using algebraic method.It is an important test point for College Entrance Examination in recent years.Therefore,it is important knowledge that students have to master not only from the mathematical thinking method it contains but also the proportion of the college entrance examination scores it occupies.However,mastery degree is not optimistic from students’ actual learning situation of students.Hence in order to understand the cognitive impairments that students have in learning the conics,This paper will use the “Structure of the Observed Learning Outcome” as a guide to compile test volumes,and will predicts students responsing speed at different levels.Students will be divided into following five levels based on their knowledge of relevant knowledge points of the conics :Pre-structural 、 Unistructural 、Multistructural、Relational level、and Extended abstract level.Then,we can understand the cognitive level of students in different dimensions,and analyze the obstacles of students with different cognitive levels.The results are listed as follows:1.In type of the definition and standard equation of the conic section,more than 60%of the students are at the level of Multistructural,and they can solve the problem from problem conditions.2.For the nature of the conics,about 50% of the students are at the level of Multistructural,especially for problems that can be solved directly by the formula,the highest level can reach 96%,but when the flexibility is strengthened,the ratio of the highest level is only 3%3.In the comprehensive application of the conics,the proportion of students in the Pre-structural is larger than others.4.The cognitive impairment of students at Pre-structural mainly comes from the weak foundation of mathematics and the learning mentality;Besides the cognitive impairment of students at the Unistructural are mainly lack of dynamic comprehension and digital thinking;Students’ cognitive impairment at the Multi-structural is mainly due to the lack of ability of building a knowledge network system;In addition,students at level of Relational is mainly due to the fixed role of students’ conventional thinking.Based on the above research results,giving preliminary suggestions on how student atdifferent levels should be taught.