Study On The Learning Disabilities Of Conical Curves For Senior High School Science Students

Conical curve is the most important part of high school mathematics curriculum,and it is also the core content of plane analytic geometry.This part of the content is higher in the college entrance examination,and its question type and difficulty are mainly covered in the difficult part of the fill-in-the-blank and answer questions.The conical curve plays an important role in high school mathematics.It is not only the analytic geometry knowledge and the expansion and synthesis of mathematics thoughts in the first year of Compulsory 2,but also lays a foundation for learning university mathematics.However,compared with other chapters,the calculation requirements and mathematical thinking requirements of the conical curve test are higher,which makes it easier for students to form learning obstacles in analyzing problems,refining conditions and processing data.In this study,116 students from a high school science class in a key middle school in Yancheng City were selected as the research object.The research methods in this article are mainly literature analysis and questionnaire survey.The first research is the investigation of the current status of Conical Curve learning,through a preliminary understanding of students' daily learning,a questionnaire containing 10 multiple choice questions is compiled,which mainly collects and analyzes students' learning attitudes,learning methods,learning habits,and accompanying emotions during conical curve learning.The second study conducted was the study of obstacles to conical curvelearning.According to the analysis of the results of the questionnaire,we have a clear understanding of the learning obstacles that students have when learning conical curve.The conical curve test questions were formulated with the help of the test questions were formulated with the help of SOLO,Structure of the Observed Learning Outcome.The content of the test questions mainly combines the five levels of the Pre-structural,Unistructural,Multistructural,Relational level,and Extended abstract level to conical curve knowledge points to set the test question and through SOLO to carry on the level analysis to the student's problem-solving process.With the assistance of the questionnaire,the reasonable analysis of the learning obstacles that students may have in the process of learning the conical curve is based on the answering of different levels of the test paper.Through the above two studies,we have come to the conclusion of this article.The main points about the learning disabilities of conical curves for senior high school science students are as follows:(1)The basic knowledge of the conical curve is not comprehensive,and there is a case of mechanical memory.Condition cannot be effectively extracted from math test and other conditions cannot be extended from known conditions.(2)The calculation ability is not perfect.For the information obtained by the known conditions,it is impossible to sort,analyze and process the information.The calculation ability is different in each level stage.(3)Mathematical thinking is not rigorous.It is impossible to students to fundamentally summarize the knowledge system,so that it is impossible to form a conical curve mind map.In the process of solving problems,students lack of mathematical thinking and skills.(4)Emotional attitudes lack sense of accomplishment andSelf-Efficacy.With the increasing fear of aggravation,the vicious circle deepens the boredom of mathematics.Finally,the reasons for students' learning disabilities are analyzed,and the coping strategies in several aspects are constructed,as follows:(1)Change the basic teaching mode,rationally apply modern educational technology,create appropriate learning situations;refine the practice test questions,emphasize group cooperative learning;carry out inquiry and development activities,and develop students' mathematical vision.(2)Improve students' computing ability from typical demonstrations,practice modes,and computational skills;correct students' problem-solving attitudes,so that students can overcome fear and dare to challenge.(3)Strengthen the cultivation of students' mathematical thinking ability;emphasize the training of new teaching mode on thinking ability;improve the ability of mathematical thinking to summarize.