| We learn mathematics for 12 years from the first year of primary school until graduation from high school. In primary and secondary schools, mathematics, language and English are referred to as major subjects. Among them, mathematics is a highly abstract and logical subject. There are a lot of formulas and theorems in math courses that require complex computational processes and rigorous reasoning arguments. From the reality; ｝n terms of mathematics, the interest of students is less and less, the enthusiasm is getting lower and lower. Most of the students study mathematics only for the examination. So most of the students are not interested in mathematics and afraid of learning mathematics, and even there is a huge physical and mental stress and ideological burden on them. Therefore, stimulating and cultivating students’ interest in mathematics learning has become an indispensable part of mathematics teaching. This paper makes a rough investigation on samples of each grade in Tianshan No.2 middle school in Alukeerqin County located in Chifeng City of Inner Mongolia.The thesis is divided into four parts:First, it states the definition of interest and influence of the learning interest of mathematics on students’ learning briefly.Based on the study of the history and characteristics of the Mongolian mathematical culture, introduce the background,purpose and significance of the research.Second, through the study on students in Tianshan No.2 Middle School in Alukeerqin County of Chifeng in Inner Mongolia,the factors that affect mathematics’ learning interest of the the differences between male and female students, the change of students’ scores in different periods are compared.Third, according to results of the survey and problems that it reflects, the study carries out the test reasoning theoretically at first, and then focuses on ways of stimulation and cultivation of students’ learning interest of mathematics.Fourth, based on the theory of cognitive psychology and constructivist learning, this paper makes a preliminary exploration and experiment on the design of classroom teaching based on the students’ interest in mathematics learning. |
