Study On The Causes And Countermeasures Of Functional Monotonic Learning Disorder In High School Students

Function is an important mathematical model for describing the quantity relationship in the real world.The monotonicity of a function is the most important and basic property of a function.It occupies an important position in high school mathematics and contains mathematical thinking methods such as classification and discussion,and combination of numbers and shapes.Further study of other properties of the function laid the foundation.However,the symbolic and abstract nature of the monotonic content of the function increases the difficulty for students to understand and master,so there will be a certain degree of obstacles in the learning process.Therefore,analyzing the monotonic obstacles of high school students' learning functions,finding the causes of these obstacles,and putting forward targeted teaching strategies are the research contents of this article.This article mainly uses questionnaires,test papers,and interviews to select students in the first four classes of Harbin No.6 Middle School as the survey objects.From the attitude and interest in monotonic learning of function,the degree of mastery of the concept of monotonicity in function,Investigate the degree of function monotonicity proof and application,and use SOLO taxonomy to divide students' problem solving levels.It is found that students have a poor understanding of the definition of monotonicity,and the process of proving the function monotonicity is not rigorous.Problems such as incorrect proof methods,weak consciousness of using monotony,and improper application methods.By analyzing these problems,functional monotonic learning disorders are divided into three categories: cognitive disorders,emotional disorders,and operational disorders.Based on this,this study conducts attribution analysis on the above obstacles,and draws the following conclusions:(1)The abstractness of the concept of function monotonicity,the diversity of conceptual representation methods,and the cognitive structure of students,etc.,lead to cognitive impairment Formation of students;(2)students' weak reading ability in mathematics,weak thinking ability in mathematics,and insufficient ability to process details,etc.,leading to the formation of operational obstacles;(3)students' lack of interest in the monotonicity of functions and a strong sense of self-efficiency Factors such as the single teaching style of teachers have led to the formation of emotional disorders.Aiming at functional monotonic learning obstacles and their causes,this article presents corresponding countermeasures:(1)For cognitive obstacles: attach importance to the formation process of concepts,strengthen the knowledge connection of junior and senior high schools,and understand students' existing knowledge and experience and cognition Structure;(2)For operational obstacles: focus on the cultivation of mathematical reading ability,the interconnection between knowledge,the cultivation of mathematical operation ability,and the teaching of mathematical thinking methods;(3)for the emotional obstacles: stimulate students' curiosity and cultivate Learning interest;clarifying the purpose of learning and building confidence in learning;establishing a good and harmonious relationship between teachers and students.