Study On Learning Strategies Of High-Efficiency Mathematics Learners In Grades 5-6 Of Primary School

The improper mastery of mathematics learning strategies is one of the main reasons for students' heavy burden in mathematics learning.Exploring thecharacteristics of learning strategies of high-efficiency mathematics learning pupils and correctly evaluating their level of learning strategies will help to improve the efficiency of mathematics learning.In order to better understand the mathematics learning of pupils in Grade 5-6,the research firstly formed a survey model of the characteristics of mathematics learning strategies by combing the literature and considering the opinions of many experts.After many tests and revisions,a questionnaire on the level ofmathematics learning strategies of pupils in Grade 5-6 was compiled.Thequestionnaire was composed of cognitive strategies,metacognitive strategies and resource management and the questionnaire consists of 30 questions.Thereliability and validity of the questionnaire are reasonable.The internalconsistency coefficient of the questionnaire as a whole is 0.943,theSpearman-Brown split-half reliability is 0.924,and the retest reliability is 0.919,which can be used as an effective tool to measure the characteristics of mathematics learning strategies of primary school students in Grades 5-6.In this study,self-designed questionnaires were used to investigate seven different areas in Heilongjiang Province,Harbin City,Yancheng City,Henan Province,Kaifeng City,Guangzhou City,Guangzhou City,Xi' an City,ShaanxiProvince,Chongqing City and Tianjin City.A total of 751 students in grades 5-6 participated in the survey,and 670 valid questionnaires were obtained,with an effective rate of 91.3%.Research conclusions include:(1)On the overall level of mathematics learning strategies,the level of the efficient mathematics learning group is significantly higher than that of the other two groups;(2)The efficient mathematics learners are excellent in three dimensions,and outstanding in finishing strategy,organizational strategy,planning strategy,time management strategy,environmental management strategy,mood management strategy and externalhelp-seeking strategy;(3)Logarithm of cognitive strategy.Academic performance has both direct and indirect effects.Metacognitive strategies and resource management strategies have a direct impact on mathematical learning performance,while mathematical learning performance has a direct impact on metacognitive strategies.Teaching suggestions include:To measure students' metacognitive level of mathematics and understand their current situation of mathematics learning strategies;to attach great importance to the guidance of mathematical cognitive strategies,to accurately locate the transition point between elementary and junior high school;to improve the cultivation of metacognitive strategies,and to properly introduce introspective adjustment strategies into the classroom.