An Attributive Analysis And Countermeasure On Errors Of Senior High School Students' Solution To Number Sequence

The number sequence is an essential part of knowledge hierarchy of mathematics in senior high school,and a major point of mathematical learning for senior high students as well.Firstly,the number sequence presents a variety of mathematical methods such as classified discussion,analogical induction,function equation and so on;Secondly,it is closely connected with some other knowledge plates such as inequation,geometry,function and equation.Making a general survey of the problems in the College Entrance Examinations of the last few years,you'll find that the fundamental concepts and the basic properties of the number sequence are tested in the forms of choice questions and cloze tests,while the students' combined capability is tested in the solution which combined the number sequence with function,inequation and equation.In view of this,grasping the number sequence is not only good to the cultivation of the students' combined capability of calculating problems,but also helpful to the study of other knowledge plates.In addition,the number sequence is also widely used in daily life such as for the calculating of savings,installment payment and growth rate.Such cases in actual teaching have indubitable effects on the cultivation of the students' capability of analysis,induction,analogy and speculation.During the actual teaching,most students do not have much difficulty in learning it,and consider it as some easily-understanding concepts,formulae and characteristics,so they are often careless with it and don't learn it by heart,when they solve the problems,they often make mistakes because of some ambiguous points in learning number sequence.Considering this,the thesis focuses on the genesis and the relevant teaching strategy of the errors of senior high school students' solution to number sequence.Firstly,the thesis neatens,tests,counts and analyses the fallible problems on the number sequence on the basis of existing researches.The test result shows that the errors of the solution to the number sequence are mainly of knowledge,logic,strategy and psychology as well.Therefore,the thesis classifies and analyses the types of errors of the solution to the number sequence from the four previous respects,and induces the reasons for the students' fallible errors by survey and interview,hence finds out the reasons for the students' fallible errors lying in two aspects of the students themselves: the internal and the external factors.The intelligence factors include poor learning in basic knowledge,deficiency in memory ability,confusion in logical relation,unsuitable strategy in problem solving;solidification in mental set,weak capability in self-monitoring,low learning motivation,poor learning interest,low self efficiency and bad study habits.As for the external factors,the relationship between the teachers and the students,the context for creating the test questions,the teaching concept of the teachers',the affect of academic environment and so on.After that,aiming at the internal and the external factors mentioned above,the thesis carries out some teaching countermeasures on the basis of analyzing the reason of errors It is hoped that the thesis can provide a reference in the actual teaching of the number sequence for the teachers and consequently decrease the possibility of students' making mistakes in solving problems on the number sequence.