| "Reflexive learning" is a kind of embodied learning method for individual to meditates,experiences and abstracts his own thinking process and thinking results.The purpose of cultivating the junior school students’ reflective learning ability of maths is to help the students develop the reflective learning habits and to have a better understanding of the characteristics of mathematics learning and self-learning.The reflective learning training should be planned systematically with clear goals.Thus we can improve the students’ learning efficacy,stimulate their learning interest and enhances self-confidence.This paper explores the practice of junior school students’ reflective learning ability by questionnaires.According to the results of the questionnaire the author finds some problems existing in the mathematics reflective ability cultivation in junior school.Then some concrete and practical recommendations are put forward.Firstly,the current situation analysis of mathematics reflection ability of junior school students.Secondly,the analysis of the research trend of scholars on reflective learning and lay a theoretical foundation for the research.Then,using others’ research as a reference,the "Preliminary Questionnaire for Mathematical Reflection Ability of Junior Middle School Students" was compiled as the evaluation tool of this paper.The objects are students in the sixth,seventh,eighth and ninth grades of the middle school in Laixi City,Qingdao.Data is collected and analyzed using the analysis software.The conclusions: 1.From the perspective of overall mathematics reflective learning ability,the mathematics reflective learning ability of all grades is above the average level,but there is a significant difference between the levels of each grade.In terms of overall mathematics reflection ability,the sixth-grade students have the highest mathematics reflective learning ability,the seventh-grade students have the worst mathematics reflection ability,and the eighth-grade and ninth-grade students have the same reflective ability.Second,from the reflective ability of each dimension,the average value of thereflective power of the four grades is basically the same,there is no grade difference from the overall perspective;there are significant differences in the following:reflective consciousness;reflective habit;the reflective content;monitoring and the performance of the reflection process.Third,from the gender perspective,the four grades have the same ability to reflect,and there is no significant difference.In order to promote the cultivation of mathematics reflection ability of junior school students,the mathematics teaching process should focus on cultivating students’ reflective ability based on the results of data analysis in this paper.Sixth grade students should pay attention to maintaining reflective ability and avoiding the decline of reflective ability;seventh grade students should continuously improve their reflective ability with more reflective practice;eighth and ninth grade students should actively practice reflective ability and form a good habit.Teachers should also help students develop reflective learning skills from multiple perspectives based on their grade differences. |
