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数学教学实践中常有这样一种现象, 一、二年级学生的学习成绩分化现象并不严重,学习后进学生极少。而到了高年级分化现象较为突出。这是因为随着学习的不断深入,教材难度的增加,学生在认知结构、认知水平方面不同程度地出现分化现象。因此认真研究后进学生的认知结构,寻找后进学生形成的原因,努力促进后进学生的转化,是大面积提高数学教学质量的关键问题。形成后进学生的原因固然是多方面的,但就教学教学来说,调节提高学生认知能力,研究学生认知结构在促进后进学生转化的过程中起着很关键的作用。
Mathematics teaching practice is often the case of such a phenomenon, first and second grade students’ academic performance differentiation is not serious, very few students after learning. And to the higher grade differentiation is more prominent. This is because with the continuous deepening of learning, the difficulty of teaching materials increases, the students in the cognitive structure, the level of cognitive differentiation to varying degrees. Therefore, it is a key issue to improve the quality of mathematics teaching on a large scale by carefully studying the cognitive structure of backward students, finding the reasons for the backward students and trying to promote the transformation of latecomers. Although there are many reasons for the formation of post-graduating students, in terms of teaching and learning, it is very important to adjust and improve students ’cognitive abilities and to study the cognitive structure of students in promoting post-graduation students’ transformation.