An Investigation And Research On The Obstacles And Causes Of Function Learning In High School Students

Function is the core content of high school mathematics,function knowledge is the basis of mathematics learning,the function learned in the high stage is very different from the function learned in junior high school,the function knowledge of high school is more abstract,which often adds the difficulty of college students' understanding,leading to the formation of a certain degree of learning disability.Based on the above background,the main content of this paper is:1.What are the specific obstacles to function learning and related questions?2.What causes the function learning disability of a high school student?3.What kind of teaching strategies should teachers adopt to improve students' grasp of the nature of functions in order to achieve good teaching results in view of students' cognitive impairments?In this investigation,the author selected the senior students of Shanghai Qibao Middle School as the research object,and used the method of interviewing teachers,testing volume test ingress and emotional questionnaire method.A total of 328 emotional questionnaires and test papers were distributed,304 test papers were effectively recovered and 300 questionnaires were completed.Based on the analysis of the findings,the following conclusions are drawn:1.The obstacles of learning function mainly come from four aspects: understanding barrier,thinking barrier,learning strategy barrier and learning affective barrier.2.According to the further analysis of the obstacles to learning function,it is concluded that the obstacles to understanding are due to the inability to fully grasp the deep meaning of the concept and the inability to understand the abstract manifestations of the nature of the function;the occurrence of emotional obstacles is mainly related to students' own factors,teachers and other factors;and the obstacles to learning strategies are mainly due to Because of students' poor metacognitive ability,weak positive knowledge transfer ability and lack of learning strategies.3.In practical teaching,the author suggests that we should attach importance to the introduction of concepts,refer to Polia's problem-solving thought to cultivate students' problem-solving ability,cultivate students' metacognitive ability,cultivate students' interest in mathematics learning,and make students more confident in learning high school mathematics.