Research On Junior High School Students' Cognitive Disability In Learning Quadratic Function And Teaching Strategies

Quadratic function plays an important role in the instruction of mathematics in junior high school.It is not only a compulsory part in the senior high school entrance examination but also an important content of high school learning.However,junior high school students have some difficulties in learning quadratic function.One of the main causes of that is their own cognitive disability.Therefore,in order to improve the teaching effect of quadratic function and promote students to master relevant knowledge of quadratic function,it is of great significance to study the cognitive disability in learning quadratic function among junior high school students and the teaching strategies.This paper takes the junior high school students' cognitive disability in learning quadratic function as the research content.Firstly,the author makes a literature review on the research of cognitive disability and quadratic function teaching by consulting the relevant literature and materials extensively and combining with her own teaching experience.The paper has carried on the theoretical elaboration of Gagne's cognitive-behaviorist learning theory and Piaget's cognitive development theory,which is supported by the theory.Then,by adopting the methods of investigation and research,a total of 325 students from 8 classes in Grade Nine were investigated and studied in the questionnaire and tests of quadratic function learning.First,use the Excel to carry on the statistical analysis to the questionnaire data in order to preliminarily work out the junior high school students' cognition abilities to the quadratic function.Then,use Gagne's cognition-behaviorism study theory and Piaget's cognition development theory to analyze the survey result of the tests.Finally,draw a conclusion of the research on the junior high school students' cognitive disability in learning quadratic function as follows.In the cognition of the concept of quadratic function,most of the students have verbal information disability while a small number of students have intellectual skills disability.In the cognition of the image and property of quadratic function,most of the students have intellectual skills disability while a small number of students have verbal information disability.In the cognition of the application of quadratic function,most students have verbal information disability,intellectual skills disability and cognitive strategy disability,among which intellectual skills disability and cognitive strategy disability are more serious.In the study of quadratic function,most students have affective disability.Finally,based on the research on cognitive disability in learning quadratic function among junior high school students as well as teaching practice,the author puts forward some teaching strategies related to externalized thinking,multi-view problem representation,using various kinds of teaching methods such as situational teaching,symbolic-graphic combination and multimedia teaching,conflict teaching,analysis induction teaching,variant teaching.By teaching the students according to their natural learning abilities,the teacher cultivates students' metacognitive ability and cognitive strategy transfer ability,and strengthens the students' ability to reflect and summarize.Meanwhile,the students develop good study habits and have increasing interest and self-confidence in study.In this way,the teacher makes it possible to eliminate junior high school students' cognitive disability in learning quadratic function.