Investigation On The Present Situation Of Mathematics Learning Strategies Of Junior Two Students And Case Intervention Research

UNESCO pointed out that the future illiteracy is not a person who is illiterate,but a person who cannot learn.Learning to learn is inseparable from reasonable and effective learning strategies.Mathematics has always been an abstract subject.For junior high school students,mathematics is a weak subject for students who have difficulty learning mathematics,and mastering effective mathematics learning strategies is an important means for junior high school students to learn mathematics well.Therefore,cultivating students’ mathematics learning strategies has become a hot spot in contemporary mathematics education research.Through literature research,it is found that there are few intervention studies on junior high school students’ mathematics learning strategies.Therefore,this study took junior high school students as the survey object,and carried out investigations on the status quo of mathematics learning strategies and conducted individual intervention guidance,which can help teachers understand the second grade students’ The status quo of mathematics learning strategies provides a reference for frontline teachers to train students’ mathematics learning strategies.This study mainly used the literature analysis method,questionnaire survey method,interview method and other research methods to investigate the status quo of the mathematics learning strategies of junior two students.By referring to the "Math Learning Strategy Questionnaire for Junior High Schools" compiled by Wang Guangming,the "Mathematics Learning Scale" compiled by Mo Xiufeng and the division of the learning strategy structure by Mike Card,the mathematics learning strategy is divided into three dimensions,combined with experts and first-line teachers The suggestion is to compile a questionnaire on mathematics learning strategies for second-year students Based on the results of the questionnaire survey,three students with learning difficulties in mathematics were selected from the second grade as the objects of intervention and guidance.Combined with their interviews,the problems in their mathematics learning strategies were analyzed and intervention guidance was provided.Compare the mathematics learning strategies and mathematics learning performance of three students with mathematics learning difficulties before and after the intervention,analyze whether their mathematics learning strategies and mathematics learning performance have improved after the intervention guidance,and further propose some targeted teaching Suggest.By investigating the status quo of mathematics learning strategies of students in the second grade of a middle school in Nanning,the main conclusions are as follows:(1)Students have the highest average value on the dimension of mathematics cognitive strategy,and the lowest average value on the dimension of mathematical resource management strategy.(2)The differences in the overall mathematics learning strategy,mathematics cognitive strategy dimension,mathematics metacognitive strategy dimension and mathematics resource management dimension of the second grade boys and girls did not reach the significant level.(3)The average values of the overall mathematics learning strategy,the mathematics cognitive strategy dimension,the mathematics metacognitive strategy dimension and the mathematics resource management strategy dimension of the mathematics top students are higher than the averages of the middlelevel mathematics learning students and the mathematics learning difficulties students.(4)Compared with top students in mathematics learning and middle-level students in mathematics learning,students with mathematics learning difficulties have lower mean values in terms of overall mathematics learning strategies,mathematics cognitive strategies,mathematics metacognitive strategies,and mathematics resource management strategies.Top students in mathematics and middle students in mathematics.Top students in mathematics learning and middle-level students in mathematics learning,top students in mathematics learning and students with mathematics learning difficulties,middle-level students in mathematics learning and students with mathematics learning difficulties in the overall mathematics learning strategy,mathematics cognitive strategy dimension,mathematics metacognitive strategy dimension and mathematics resources The differences in the dimensions of management strategies have reached a significant level.(5)There is a significant positive correlation between the student’s mathematics learning performance and mathematics learning strategy overall,mathematics cognitive strategy dimension,mathematics metacognitive strategy dimension and mathematics resource management strategy dimension respectively.Through a case-based intervention study of three students with learning difficulties in mathematics,the following conclusions are drawn:(1)After the intervention and guidance,the mathematics learning strategies of the three students with mathematics learning difficulties improved.(2)After the intervention and guidance,the mathematics learning performance of the three students with difficulties in mathematics learning all improved.