Analysis Of Fallible Points And Countermeasures Of Function Learning In Junior High School Students

Mathematics curriculum standard for compulsory education(2022 Edition)points out:"Mathematics curriculum should be for all students,so that students can acquire basic knowledge of mathematics,basic skills,etc." As an important tool to cultivate students’geometric intuition,function knowledge occupies a very important position in the whole middle school mathematics learning.However,students often make some mistakes in solving problems,which will restrict the overall development of students to some extent,so it is very meaningful to analyze and study the error-prone points in junior high school mathematics.In this study,literature analysis,interview and questionnaire were used to analyze and study the error-prone points of junior middle school mathematics.Firstly,different grades are taken as samples to analyze the difference of error-prone points in the test paper of students.Then,according to the completion of the test paper,the error-prone points in each module of the function in junior middle school are classified.According to Professor Dai Zaiping’s classification of problem-solving errors,the error-prone points of the function are divided into different types:knowledge errors,logical errors and psychological errors.The test results were analyzed statistically.Firstly,different grades were taken as samples to analyze the difference of students’ error-prone points.Then,according to the completion of the test paper,the error-prone points of junior middle school function modules were classified and sorted out,and the different types of error-prone points of the function were summarized,including knowledge errors,logical errors and psychological errors.Finally,based on the test situation of the research object,this paper analyzes the causes of error prone points and puts forward the corresponding error correction strategies.Through interviews with teachers,we can understand teachers’ understanding of students’ problem solving errors and teaching paradigms.At the same time,during interviews with individual students,we can explore students’ psychological activities when solving problems.Finally,based on the four-step problem solving method of Polya,the author makes an attribution analysis of students’ error prone points.On this basis,combining with the constructivism learning theory,the author puts forward the coping strategies from the two aspects of teachers and students.The research found that:(1)The part with the highest error rate is the quadratic function.The types of students’error prone points are summarized as knowledge error,logic error and psychological error.The knowledge errors mainly included the wrong concept of knowledge and the wrong method of solving problems.Logical errors are mainly the students’ thinking of solving problems and some reasoning is not rigorous;Mental errors are usually due to poor problem solving habits or to negative mental cues.(2)There are significant differences in the grade dimension of error-prone points.(3)Based on the Polya four-step problem solving table,the error reasons of the easy error points in the four links of the students’ problem solving are obtained.The coping strategies of error-prone points are obtained from two levels of teachers and students.One is to put forward coping strategies according to the cause analysis in the process of Polya’s problem solving,and the other is to put forward corresponding suggestions for students ’mathematics learning based on constructivism learning theory.