Research On Learning Disabilities Of Senior High School Students And Teaching Countermeasures

Derivative is a necessary content of high school mathematics and an important tool to solve problems such as monotonicity,extreme value,maximum value and life optimization.Learning and understanding the content of "derivative and its application" will lay a foundation for high school students’ further mathematics learning.Most students have some obstacles in learning derivative related knowledge.What are the learning disabilities? What are the causes? How should teachers and students respond? These problems have become an important and valuable research topic in the research of contemporary mathematics education.Based on relevant research at home and abroad and combined with practical teaching experience,this paper investigates the learning disability of "derivative and its application" among senior three teachers and students in a middle school in Chengdu.Compile the questionnaire of senior high school mathematics derivative learning disabilities and the test paper of senior high school mathematics derivative knowledge and ability,use solo classification evaluation method to diagnose the obstacles in students’ derivative learning,analyze the causes of students’ learning derivative obstacles combined with Teacher-Student interviews,and finally put forward four teaching strategies on how to overcome the obstacles,so as to provide certain reference value for the teaching of senior high school teachers.By statistical analysis of the results of questionnaires,test papers and interviews,the derivative learning disabilities of senior high school students are mainly divided into the following aspects.1、 Psychoaffective disorder: lack of motivation and lack of interest;Lack of self-confidence and fear of difficulties;Lack of will and negative emotion.2、 Obstacles to knowledge understanding: vague understanding of abstract concepts such as change rate and derivative definition,unclear understanding of adjacent concepts such as average change rate and instantaneous change rate,tangent at a certain point and tangent passing through a certain point,extreme value and extreme point,and difficulty in understanding the meaning of mathematical symbols;It is difficult to transfer knowledge and connect knowledge before and after.3、Operation obstacles: confusion in the memory of derivative operation formulas and rules;Basic computing power is not up to standard.4、 Thinking ability obstacle:wrong understanding of topic meaning;No systematic problem-solving ideas or methods;Ignoring the hidden conditions of the topic stem;Problem transformation is not equivalent;The classification standards are not unified.According to the analysis of the above high school derivative learning disabilities and their causes,the following countermeasures are put forward.1、 Enhance internal motivation and overcome psychological obstacles: infiltrate mathematics history and culture and enhance learning interest;Positive emotional experience to enhance learning confidence;Teachers and students actively communicate and feedback and learn to manage emotions.2、 Attach importance to concept teaching and overcome understanding obstacles: attach importance to the formation process of derivative concept,provide rich life examples,physical examples,tangent slope and other backgrounds,and concretize abstract concepts;Guide students to pay attention to the relationship between knowledge.3、 Cultivate calculation ability and overcome calculation obstacles: pay attention to the teaching of formulas and rules;Strengthen basic calculation training;Cultivate good calculation habits.4、 Pay attention to thinking training and overcome thinking obstacles: summarize typical question types and systematic problem-solving ideas;Multiple solutions to one problem to cultivate broad thinking;One question is changeable and cultivate thinking flexibility.