Plane Vectors For High School Students In K City Learning Status Survey

Quality-oriented education,as an education to promote students'all-round development and personality development,shoulders three basic tasks:to cultivate students'physical quality,psychological quality and social quality.Therefore,mathematics teaching should start from two perspectives of students'cognitive and non-cognitive level to comprehensively improve students'mathematical accomplishment.As the intersection of many knowledge in senior high school,plane vector is a typical representative of the combination of number and shape.The study of plane vector plays an important role in developing students'mathematical operation accomplishment,mathematical abstraction accomplishment and logical reasoning accomplishment.This study mainly adopts the method of quantitative research to prepare test papers about plane vector and questionnaire to detect students'non-cognitive level,which is distributed to 502 students of grade one and grade two in 3 middle schools of different grades in K City.Finally,484 valid test papers and 473 questionnaires are collected.From the content dimension(concept,operation,basic theorem and coordinate representation of plane vector,application of vector)and the dimension of abstract literacy level,this paper explores the current situation of plane vector cognitive learning in senior high school students,and finds that:(1)Scoring rate of four content dimensions:concept of plane vector>basic theorem of vector and coordinate representation>application of plane vector>calculation of plane vector;(2)84.92%of high school students can reach Level 1,52.69%can reach Level 2,and only 11.78%can reach Level 3;(3)According to the difference analysis,there is no significant difference in the concept learning of plane vector between liberal arts and science students.In vector fundamental theorem and application dimension,the average score of science students is higher than that of liberal arts students,and the difference is larger,but in vector operation dimension,the average score of science students is lower than that of liberal arts students.There was no significant difference between male and female students in the four content dimensions of plane vector.There was no difference in the learning of vector between grade one and grade two students,and the scores of the other three content dimensions in grade two were significantly higher than that in grade one.(4)In terms of abstract literacy level,there is no significant difference in abstract literacy level 1,but there is significant difference in abstract literacy level 2 and level3.To be specific,the average score of liberal arts students lags behind that of science students in the three levels of abstract accomplishment.The difference between the average score of level 2 and Level 3 is large,and that of level 1 is smaller than that of the first two levels.There are significant differences in abstract literacy level of students in grade one and grade two,except for level one.The difference in average score is the largest in Level two,and the difference between level one and level three is small.However,although the average score of grade 3 of grade 2 students is slightly higher than that of grade 1 students,it is far below the minimum score of level 3.There was no significant difference between boys and girls in the three levels of abstract literacy.Through the questionnaire analysis of the non-cognitive level of mathematics learning of senior high school students,it is found that:(1)The overall cognitive level of senior high school students is above average;(2)The score of five first-level dimensions of non-cognitive mathematics learning is motivation>character>interest>emotion>will;(3)The difference analysis shows that the non-cognitive status of male and female students is significantly different in mathematics learning interest,emotion and personality.There is no significant difference in the non-cognitive status of mathematics learning between the only child and the non-only child.In addition to the"personality"dimension,there is no significant difference between the three schools in the four dimensions of mathematics learning interest,motivation,emotion,will scores are significant differences;The non-cognitive status of arts and science students shows significant differences in the interest and motivation of mathematics learning.The non-cognitive status of students in grade one and two showed significant differences only in mathematics learning emotions.At the same time,there is a significant correlation between the cognitive learning of the plane vector and the non-cognitive learning of the senior high school students.Taking the five first-level indicators of mathematics learning interest,motivation,emotion,will and personality as independent variables,and the test scores as dependent variables,the regression equation is obtained:Y=0.382x₁+0.225 X₂+0.174 X₃(X₁:Interest in mathematics learning;X₂:will to learn mathematics;X₃:Mathematics learning personality)In view of the problems reflected in the test paper,the strategies to cultivate the efficiency of plane vector cognitive learning of senior high school students are put forward:changing the concept of concept teaching,enhancing the understanding of the essence of plane vector concept;Cultivate good learning habits,improve the efficiency of vector operation;Develop application consciousness,improve abstract accomplishment level.In view of the problems presented by the questionnaire,this paper puts forward the strategies to cultivate the non-cognitive level of mathematics learning of senior high school students:exercise the will of mathematics learning of senior high school students;Cultivate the individual interest of high school students in mathematics learning;Maintain the emotions of high school students in mathematics learning;Motivating high school students to learn math.