An Investigation On The Status Quo Of Students' Self-learning Habits In Mathematics In The Upper Grades Of Primary School

Autonomous learning habit of mathematics is a kind of learning habit of mathematics,and it is the tendency and way of automatic learning behavior that learners possess when they carry out autonomous learning.The habit of self-regulated learning of mathematics not only promotes students' self-regulated learning of mathematics,but also lays a solid foundation for students' lifelong learning.Therefore,in today's era when self-regulated learning and lifelong learning are strongly advocated,cultivating students' habit of self-regulated learning in mathematics has become a problem worthy of study.The habit of self-regulated learning of mathematics not only promotes students' self-regulated learning of mathematics,but also lays a solid foundation for students' lifelong learning.Therefore,in today's era when self-regulated learning and lifelong learning are strongly advocated,cultivating students' habit of self-regulated learning in mathematics has become a problem worthy of study.Using self-designed questionnaires,from five dimensions of the habit of self-regulated learning of mathematics,namely,the habit of setting self-regulated learning goals,the habit of choosing self-regulated learning content,the habit of arranging self-regulated learning time,the habit of choosing self-regulated learning methods,and the habit of implementing self-regulated learning evaluation,it is found that there are grade differences and gender in some observation points of the habit of self-regulated learning of mathematics among fourth and fifth grade students.At the same time,this paper also conducted individual interviews with four typical senior students of Shanghai Q Primary School.It was found that students with better math scores had a higher degree of self-learning habit formation.Combining questionnaires and interviews,the main conclusions of this study are as follows: First,most students have the habit of setting their own learning goals,and they have a strong subjective will to learn independently.Secondly,when choosing self-regulated learning content,most of the students need to be designated by the teacher,and the goal of grasping the content is not clear.Thirdly,students prefer teachers to spend more time at their own disposal,and they are willing to spend their spare time on learning.However,in terms of the length of time,the arrangement of autonomous learning time is limited.Fourthly,most of the students preview only at the request of the teacher;in theclassroom,they mainly show the lack of "listening" and "thinking";after-class review is mainly based on memorization,and the method of independent learning is relatively single.Fifthly,students seldom evaluate themselves after self-study,which shows blindness and randomness in learning.Generally speaking,most students do not have the habit of autonomous learning of mathematics,only a small number of students have a good habit of autonomous learning.In order to cultivate each student's good habit of autonomous learning in mathematics,this study attempts to start from five aspects: setting learning objectives,choosing learning content,arranging learning time,choosing learning methods and evaluating learning results.Teachers,as leaders,use specific countermeasures to help and guide students to learn autonomously,and make it a habit through a period of cultivation.