“导数及其应用”是高中学生需要学习的核心知识点之一，同时也是高等数学的微积分的核心知识。在高中阶段的文理分科后，虽然对文科生的数学学习要求低于理科学生，但是由于文科生的思维模式、学习方法等特点导致文科生数学学习效果明显低于理科学生，出现了学习障碍，严重影响后续的学习。

为了掌握文科生在学习“导数及其应用”时会产生哪些障碍及产生原因，教师可以采取哪些策略予以改善，作者对乌鲁木齐市某普通高中文科生开展了“导数及其应用”学习障碍的调查研究及教学改进策略的实践研究。

本研究的主要工作如下：

第一，编制“导数及其应用”学习障碍调查问卷，调查样本学生的学习态度、方法、习惯，学习信心，通过“导数及其应用”学习障碍测试问卷，调查样本学生对“导数”的掌握情况并分析学生学习时存在的障碍；

第二，利用以上问卷的调查、测试结果，以及与其他教师的访谈制定改进高中文科生“导数及其应用”学习障碍教学改进策略；

第三，在实验组班级开展基于本研究所提出的教学策略的教学实践，对比不同教学策略对改进文科生学习障碍的作用，并在完成教学内容后利用检验测试问卷，检验教学改进策略的有效性并对不足处加以完善。

本研究的主要结论如下：首先，引起学习障碍的主要因素为：学生主观认知、家庭教育、教师教育、导数知识本身等；其次，针对以上因素可以采取如下教学改进策略：

第一，教师要引导文科生学习有效的学习方法，培养恰当的学习习惯。教师要选取适合文科生背景的例题、习题，循序渐进培养起学生学习数学的兴趣与自信心；

第二，家庭教育要有适宜的引导，客观看待文科生所出现的学习障碍，以鼓励为主，避免过激的处理方式，家长要在力所能及的基础上进行学习方法上的指导；父母双方要关注营造良好的家庭氛围，避免学生的情感大幅波动；

第三，教师要了解文科生的学习特点，选取文科生所熟悉的情景，帮助学生经历知识的“再体验”过程，关注抽象与具体结合，简化不必要的数学计算，只保留部分重点计算由学生独立完成，从而使文科生的分析与解决问题的能力得到培养。

"Derivative and its application" is one of the core knowledge points that high school students need to learn, and it is also the core knowledge of calculus in advanced mathematics. After the division of liberal arts and science subjects in high school, although the math learning requirements of liberal arts students are lower than those of science students, the math learning effect of liberal arts students is significantly lower than that of science students due to the characteristics of thinking mode and learning methods of liberal arts students, resulting in learning disabilities, which seriously affect the subsequent learning.

In order to grasp the obstacles and causes of learning "derivative and its application" among liberal arts students and the strategies that teachers can adopt to improve them, the author conducted an investigation and research on the learning disabilities of "derivative and its application" among liberal arts students in an ordinary high school in Urumqi and a practical study on teaching improvement.

The main work of this study is as follows:

Firstly, a questionnaire on learning disabilities of "derivative and its application" was prepared to investigate the learning attitudes, methods, habits and learning confidence of the sample students. Through the questionnaire on learning disabilities of "derivative and its application", the mastery of "derivative" of the sample students was investigated and the existing obstacles in learning were analyzed.

Secondly, based on the above questionnaire survey, test results and interviews with other teachers, the teaching strategies for improving the learning disability of "derivative and its application" in high school liberal arts students were developed.

Thirdly, the teaching practice based on the teaching strategies proposed in this study was carried out in the experimental group, and the effects of different teaching strategies on improving the learning disabilities of liberal arts students were compared. After the completion of teaching, the effectiveness of teaching strategies was tested with the effectiveness test questionnaire prepared by this study.

The main conclusions of this study are as follows: first, the main factors causing learning disabilities are: students' subjective cognition, family education, teacher education, derivative knowledge itself, etc. Secondly, in view of the above factors, the following teaching improvement strategies can be adopted:

First, the teacher should guide the liberal arts students to learn effective learning methods, develop appropriate learning habits. Teachers should select examples and exercises suitable for the background of liberal arts students, and gradually develop students' interest and confidence in learning mathematics.

Second, the family education should have the appropriate guidance, the objective view of the liberal arts students appear learning disabilities, to encourage the main, to avoid excessive treatment, parents should be in the capacity of the basis of learning methods on the guidance; Both parents should pay attention to creating a good family atmosphere and avoid students' emotional fluctuations.

Third, the teacher wants to understand the learning characteristics of the school of arts living, choose the school of arts living the familiar scene, help students to experience the "experience" of knowledge process, focus on abstract and concrete, simplify the unnecessary mathematical calculation, only keep part of the key calculation by the student independently, so that the school of arts living of analysis and problem solving skills training.