The Basic Elementary Function Of Senior One (Ⅰ) Qualitative Research On Learning Cognitive Impairment

Function is the core knowledge point of middle school mathematics.Function learning problem can explain many problems that senior high school students’ mathematics learning performance is not ideal.In function learning problem,it can be traced back to the basic elementary functions(Ⅰ)learning in the first stage of high school.Compared with the functions in junior middle school,the basic elementary functions(Ⅰ)have higher level of abstraction,more complex symbol forms,more complicated algorithms and richer image properties.In the basic elementary functions(Ⅰ)learning process,senior students will encounter different degrees of cognitive disorder.Therefore,it is necessary for senior students of basic elementary functions(Ⅰ)cognitive learning problem diagnosis.This research takes the senior one students of a four-star senior high school in Jiangsu Province as the research object.Through correcting students’ papers and homework,individual interviews and classroom observation,senior students are discussed in the basic elementary functions(Ⅰ)of cognitive disorder in the process of learning.By analyzing the data,found that the higher the basic elementary functions(Ⅰ)learning cognitive disorder is mainly focused on the following three aspects: concept,application properties and image understanding.In terms of concept understanding,it is mainly manifested as failure to accurately understand the "three elements" of the functions and confusion of the relationship between different concepts.In terms of the application of properties,it is mainly manifested as the formal characteristics of misremembering properties,the misinterpretation of the symbolic meaning of properties,and the expansion of the application scope of properties.In the aspect of image comprehension,the main manifestation is that the function image cannot be drawn correctly,the translation is not done or the translation is wrong.On this basis,this paper analyzes the causes of cognitive disorder in the above three aspects and draws the following conclusions: the basic elementary function(Ⅰ)learning cognitive disorder is the result of the comprehensive effect of "key words" misinterpretation and misunderstanding,"image description" instead of concept,"symbol consciousness" lack of literacy,"operation experience" lack of rationality,"concept differentiation" unclear.On the basis of the analysis of the causes,this study puts forward the following teaching suggestions: the comparative teaching and concept map teaching are adopted to deepen the understanding of concepts and grasp the essential attributes.Adopt the strategy of advance organizer and three-step teaching to strengthen the derivation of nature and change the wrong idea.Through step-by-step teaching,ICT-assisted teaching to make clear the key points,strengthen the combination of number and shape.