Investigation And Research On The Status Quo Of Mathematics Reading Of High School Students

With the rapid change of network information and the rapid development of social economy,the knowledge that teachers teach students in school education may be outdated,but the ability of teachers to teach students to learn will accompany the growth of students.Reading is a basic and important way for students to learn.Mathematics reading is the key prerequisite for students to learn and understand mathematics.So,in school mathematics education,how to improve students' mathematics reading ability and effectively cultivate students' autonomous learning ability is obviously based on a very valuable issue.This research focuses on the investigation and analysis of the current situation of high school students' mathematics reading,and accordingly gives the teaching countermeasures to improve the high school students' mathematics reading ability.Guided by learning theories such as information processing,constructivism and metacognition,this study defines the concepts of "mathematics reading" and "mathematics reading ability" of senior high school students.Taking a school in Jiangsu as a case school,277 senior high school students were surveyed by questionnaires to understand the current situation of mathematics reading among senior high school students.In order to understand the causes of the current situation of mathematics reading,eight subjects were randomly sampled and interviewed.Based on the data of questionnaires and interviews,i.e.students' mathematics ability test,this study has the following main conclusions on the current situation of mathematics reading and mathematics reading ability of high school studentsFirst,the current situation of high school students' mathematics reading is embodied in their understanding of mathematics reading,mathematics reading habits,reading methods,mathematics reading disorders and reading meta-cognition.Nearly half of the subjects did not like reading mathematics books and tutorials,and even a few of them had cognitive bias.In mathematics reading habits,more than half of the subjects could preview new mathematics content before class,but about 20%of the subjects did not have the habit of reviewing mathematics learning content after class.Most of the subjects spent less than 30 minutes on mathematics reading every day.In terms of reading methods,20%of senior high school students do not have the consciousness of taking notes when they read mathematics.Most senior high school students have the consciousness of summarizing what they read.In the area of mathematical dyslexia,some senior high school students can not tell which type of mathematical knowledge is the most difficult to accept in textbooks.Sixty percent of senior high school students will discuss with their classmates,or will contact the context until they understand it.Nearly thirty percent of the subjects seldom reflect on their reading metacognition.When most of the subjects encounter difficulties in reading,they will think of adjusting their thinking or solving methods.Secondly,senior high school students have the following specific characteristics in mathematics reading ability:(1)In mathematics reading test,senior high school students scored the highest in operation level,followed by understanding level,and lowest in application level.(2)Mathematics achievement of senior high school students is significantly correlated with mathematics reading ability and three levels of achievement of senior high school students.(3)There is a positive correlation between mathematics achievement and mathematics reading ability of senior high school students;there is no significant change in gender and grade of senior high school students' mathematics reading ability;there is a significant difference in operation level of senior high school students of different grades,but there is no significant difference in understanding level and application level.Based on the findings of the study,this study gives specific suggestions on how to improve senior high school students' mathematics reading ability.That is to say,in the teaching of mathematics education,teachers should first change students' concept of mathematics reading,and purposefully enhance students' understanding of the necessity and importance of mathematics reading;secondly,teachers should clearly strengthen students' mathematics reading purpose according to specific reading content.To guide students to adopt correct and effective reading methods.Lastly,teachers should effectively combine the teaching of mathematics reading with the training of mathematics language,especially to guide students to pay attention to symbolic language,literal language and graphic language and their conversion in the process of reading.