| A straight line is the simplest,most common,and most important geometric figure in a plane.It can not only represent the law of straight line motion,but also reflect the most common linear functional relationship between two variables,analytic linear equation is the subject of Conic Curve Research Foundation.In the latter part of the study of analytic geometry this part will be combined with linear equations this part of the examination,the linear equation this content can exercise students to use algebraic methods to solve geometry-related problems,so that students grasp the idea of number-shape combination also improve students 'intuitive imagination and mathematical operations.In the entrance examination,the linear equation is closely related to the conic curve and occupies a relatively high score.Therefore,It is a significant work in education and teaching research to study the students' cognitive level of the linear equation and to match the requirements of the students with the cognitive characteristics of the students at this stage.Through to the domestic and foreign cognition level correlation theory understanding,based on BLUME's theory of cognitive goal classification,the cognition of linear equation in analytic geometry is divided into six levels,and on this basis,the cognition of linear equation in analytic geometry is discussed in detail,by using the methods of literature research,test,observation and interview,this paper studies the students of a Middle School in Dalian as the objects of investigation,interview and observation,studied four questions : 1.What are the differences cognitive level of different gender or different men and women in the same grade?2.What are the common types of mistakes students make in problem solving?3.What are the factors that affect students' cognitive level?4.How well do high school students know Linear Equations?STATUS:students from different classes in the same grade can meet the requirements of the mathematics curriculum standard 2017(hereinafter referred to as the curriculum standard)for ordinary high schools,most of the students can already understand the concept of linear equation,the expression of linear equation and some restrictions of its application.The author divided 294 students into four groups:Male and female group and Arts and Science Group.We found that there was no significant difference in the cognitive level of linear equation between the two groups of four groups.At the same time,the following conclusions are drawn:1.According to the results of the study,there is no difference between Different Arts and science classe in learning linear equation in the same grade.2.The error types of high school students' linear equation mainly include:Not understanding the slope angle'concept of the straight line,not considering whether the slope exists,the applicable conditions of the straight line'expression,the combination ability of number and shape and the application of the straight line equation;3.The cognitive barriers of senior high school students in learning linear equations mainly include:the barriers of understanding mathematical concepts,the barriers of poor imagination,the barriers of forgetting knowledge;4.According to the current situation of students' cognition of the linear equation,most of the students were at the intermediate and upper level of cognition.Finally,according to the research results of this paper,the conversations with teachers and students and the literature consulted,some pertinent suggestions for the compilation of teaching materials are put forward,which are suitable for different groups of people,and according to their own experience and research for high school math teachers put forward some practical suggestions. |
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