Research On The Resilience To Setbacks In Mathematics Learning In Senior Grades Of Primary School Students And Educational Strategies

With the continuous improvement of people's living standards,parents spend more and more time and energy in educating children.However,there are still many problems that can not be ignored in family education,such as parents can not put their children in the right position;families expect too much of their children;and the concern for their children is not comprehensive enough.This kind of one-side concern makes children lack the sense of independence and self-reliance,especially the resilience to setbacks.Setback resilience refers to the relatively stable psychological quality that individuals show when facing practical setbacks,such as enduring setbacks,refusing to give in and getting rid of setbacks,and make positive progress mainly through internal cognitive emotion and external behavior.By reviewing the relevant literature,it is found that most foreign scholars have explored resilience to setbacks from the perspective of psychology,but the study of combination with specific subject teaching is quite few.And in the existing research,the research object mainly concentrates on College students,secondary vocational school students and senior high school students,and the research on primary school students is less.Primary school children are in the early stage of physical and psychological development,They haven't developed sound ways of thinking and behavior,and are prone to frustration when facing difficulties.Therefore,it is particularly necessary to study the training of setback resilience in elementary school with the combination of disciplines.Pupils' resilience to setbacks in mathematics learning links education and mathematics teaching closely.In this study,the fifth and sixth grade students in primary schools are taken as the research objects.On the basis of literature analysis,the related concepts of frustration tolerance are defined,which are based on frustration ABC theory,sociocultural theory and social learning theory.This study used the adapted Mathematics Learning Resistance Questionnaire,and 680 students from two districts and four schools in Zhengzhou and Luoyang,Henan Province was selected to do a random sampling survey,and then analysis the differences in gender,age,grade,geographical type,parents' educational level,age and other latitudes.SPSS20.0 was used to analyze the recovered data.It turns out:First,there are differences in gender,grade,geographical type,parents' educational level and other aspects of resilience to setbacks in mathematics learning among primary school students.There are significant differences in age,class cadres' experience and family relations.Secondly,the main factors affecting pupils' endurance of mathematics learning frustration are: students' understanding of setbacks in mathematics learning is not deep enough,lack of sufficient experience of mathematics learning frustration situation,and parents do not pay enough attention and so on.Through the analysis of pupils' resilience to setbacks in mathematics learning,this study puts forward the following strategies to improve the existing problems:establish self-confidence in mathematics learning,Perfecting the cognitive structure of mathematics Learning and exercise the will of mathematics learning.The improvement of pupils' resilience to setbacks in mathematics learning is conducive to arousing their enthusiasm and initiative in mathematics learning.improving their mathematics learning ability and promoing their all-round development.