The Study Of Middle School Students' Ability Of Mathematics Self-explanation

Based on the theory of the current needs of the development of mathematics education, middle school math teacher frontline realities and aspirations of middle school students in educational psychology research ought orientation, on the basis of existing research results of self-explanations and mathematical abilities of middle school students on the mathematics self-explanation capacity expansion related research. Through a variety of methods of literature analysis, interviews and survey questionnaires and other in-depth study of the connotation the ability of middle school students' mathematics self-explanation, and constituent factors, and put forward specific teaching strategies based on the analysis in order to improve math middle school students' self-explanatory ability. This thesis is divided into six chapters.The first chapter questions raised. This chapter thinks of the characteristics of mathematics, the reality of mathematics teaching difficulties and the mental development characteristics of middle school students as the background of the ability of mathematics self-explanation, raise issues and research significance of this paper is on this basis, and this article describes research methods.Chapter II is to build the theory of math middle school students' self-explanatory ability. This chapter is divided into three sections, the first section recognizes researches related to self-explanation and mathematical ability.Section II defines math self-explanatory ability. Section III builds the theoretical structure of math middle school students' self-explanatory ability. According to the researches of the self-explanation and mathematical ability, the author defines of the concept of math middle school students' self-explanatory ability with the actual process of middle school students self-explanation about mathematics: to ensure the quality and efficiency of mathematics learning, the ability of middle school students is consciously positive and active to screen, properly absorb and reasonable process obtained mathematical information, through independent thinking and priorknowledge to assimilate, adapt, adjust, correct the original understanding of personal information of mathematics, and finally through the language to express one 's understanding of mathematical information, procedure of solving the problem or principle of explaining. At the same time, the author theoretically analyzes the structure of math middle school students' self-explanatory ability.Chapter III is a empirical research about compositions of math middle school students' self-explanatory ability. This chapter gets the following conclusions.1, The process roles of six compositions of math middle school students' self-explanatory ability playing are not balanced. 2, Knowledge base, reflection, associations and transformation, the expression of math middle school students' self-explanatory ability exist significant gender differences. 3, As the age grows, math middle school students' self-explanatory ability as a whole continued upward developing.4, Math middle school students' self-explanatory ability exists between different mathematical academic achievement significant differences. 5, Knowledge base, selection,associations and transformation, reflection, generalization, expression and math middle school students' self-explanatory ability as significant correlation relationships.6, The model of math middle school students' self-explanatory ability is nonlinear.Chapter IV is a empirical research about factors affecting math middle school students' self-explanatory ability, resulting in the following conclusions. 1,Mathematics learning and attitudes, motivation to learn mathematics, mathematics self-efficacy, attribution of learning mathematics make a significant impact on math middle school students' self-explanatory ability. 2, Math middle school students' self-explanatory ability is not a linear relationship with the four factors above.The fifth chapter proposes educational countermeasures to improve math middle school students' self-explanatory ability,according to compositions of math middle school students' self-explanatory ability and factors affecting that.Finally, the author analyses innovation and lackness of the thesis.