Teaching Research On Problem Solving Of Senior One Function

Understand the types of students 'problem-solving errors,analyze the causes of students' errors,and propose corresponding solutions.This is to improve the student's knowledge structure,avoid or reduce students 'problem-solving errors,improve students' self-correction ability,and correct errors.It has great practical significance in improving the quality of thinking.Function content is an important part of junior high school connection and an important part of the college entrance examination.Functions are often comprehensively examined with inequality,application questions,derivatives,etc.,and are closely connected with our actual life.The way of generating papers can be innovative and flexible.Weak high school students will have a certain degree of difficulty,and various errors will appear in the problem solving.Therefore,it is of practical significance to study the students' problem solving problems with the high school function as the content.This study uses the Human Education Edition "Higher One Compulsory 1" as a carrier to study three basic questions:(1)What are the typical types of errors that students must take in a function module in the Senior High School?(2)What are the reasons for the wrong answers to different types of errors?(3)How can teachers and students better use the wrong resources to improve teaching quality?The introduction of this thesis draws on and proposes the research content and methods,research significance,and research framework of this thesis based on the analysis of domestic and foreign understandings of problem-solving errors.Research method.The research tools are "Questionnaires for Mathematics Study of High School Students" and usual exercises.First,a questionnaire survey was conducted on 103 high school students.Errors,logical errors,and strategic errors are the standard.The analysis of the problem solving exercises of the students in the function content section is usually analyzed and the research results are finally obtained.The following research conclusions are obtained by analyzing the research results:First of all,the high school students' function type problem solving errors mainly manifested as intellectual errors and psychological errors,followed by logical errors and less strategic errors.Knowledge errors mainly manifested as:(1)Unclear grasp of conceptual nature,correct There are problems in the understanding of mathematical knowledge.(2)Confusion of similar properties,which can be solved by fabricating properties.(3)Ignore the conditions for the theorem to be established.Logical errors are mainly manifested in improper classification and errors that cannot be equivalently transformed.performance error is caused by carelessness.Secondly,from the perspective of teachers and students,the reasons that affect students 'problem solving are mainly explained.The perspective of students is from the aspects of intelligence and non-intelligence factors.The intelligence factors include the level of students' knowledge framework and lack of experience in solving problems.It is mainly caused by the poor learning habits of students;the teacher's perspective is mainly due to the disconnection of junior and senior high school teaching and the lack of correct guidance and feedback on students' problem solving errors.Finally,the corresponding suggestions for students 'problem solving problems are explained from the perspectives of students and teachers.The students' perspectives put forward suggestions to promote knowledge understanding,improve problem-solving skills,and cultivate good learning habits.There are three basic concepts,specific methods,and problem strategies.Promote knowledge understanding from the perspective,in the problem solving ability,use Polya 's problem-solving model to analyze and solve problems,analyze errors,and improve classification and summary skills.In the habit of cultivating,propose a good study plan and cultivate good problem-making habits.Measures;from the perspective of teachers,put forward suggestions to strengthen the connection of teaching methods in junior and senior high schools and effectively play the value of wrong questions.Strengthen the connection of teaching methods in junior and senior high schools from the perspectives of psychology,thinking methods,student learning habits,etc.From the perspective of standardization of problem solving and creation of error correction scenarios,the value of wrong questions is effectively exerted.