Study On Mathematics Learning Adaptability Of Senior One Students

In the high school education process,mathematics is a very important course.In middle school mathematics teaching,if you want to learn mathematics well,the most critical path is the adaptability to mathematics learning.At this stage,there are two types of students in ordinary high schools.The first type is unified enrollment,which is based on the principle of score priority and uniformly crossed.There is only one score line in the city.The other type is orientation students,which refers to the index to school.According to the requirements of the Ministry of Education for balanced education,some of the enrollment indicators of high-quality high schools are directly assigned to each junior high school,and their enrollment scores have no bottom line,which results in a huge gap in the scores of students in the same class,and students of different levels have different acceptance of high school knowledge,Some students are unsuitable.Therefore,what are the unsuitable factors for high school students to learn mathematics? What are the reasons why high school students are not used to learning mathematics? What are the countermeasures for the correction of mathematics maladaptation in high school students? These issues are the directions to be studied in this article.This thesis compares and summarizes related concepts such as the adaptability of mathematics learning through literature collation,combined with the knowledge of educational psychology,provides a theoretical basis for research;consults domestic and foreign related research,extracts better content for reference,and provides a direction for research.This article mainly uses the following research methods to conduct practical operations when studying the mathematics learning adaptability of the first grade students in Y middle and high school,which are interview method,questionnaire method and teaching experiment method.Refer to the "Learning Adaptability Test" compiled by Professor Zhou Bucheng and some questionnaires about the measurement of mathematics learning adaptability,combined with their own teaching practice,compile questions,sample 1226 people and use spss23.0 for data statistics,according to the results of the questionnaire survey Interviews are conducted among students who are not suitable for mathematics,and the reasons for high school students not suitable for mathematics are comprehensively obtained,including the following aspects:(1)the difficulty of teaching content increases;(2)The school teaching speed is fast and the teaching methods are imperfect;(3)The learning environment needs to be improved;(4)the spirit of learning is relatively unstable;(5)the learning methods used by students in learning mathematics are not in line with the characteristics of mathematics itself.In response to the reasons for the unsuitability of high school students in learning mathematics,combined with the cognitive theoretical foundation and the content of learning theory,we propose corresponding corrective measures,which mainly include the following aspects:(1)Take effective measures to improve students' adaptability to knowledge cohesion Ability;(2)Use a combination of various teaching methods to improve students' adaptability in the classroom;(3)Create a comfortable learning environment,campus families work together to provide students with a good learning environment;(4)Strengthen the psychological guidance of students;(5)Improve students' study habits and learning methods.Finally,I conducted teaching experiments on the two classes I teach to verify whether the adaptive teaching model helps students better adapt to mathematics learning.Through an academic year experiment,the data of the experimental class in the final exam are better than the control class.Which shows that the adaptability of students in learning mathematics can be improved through the teacher's teaching,and collects students' experience in mathematics learning and teaching suggestions to the teacher since an academic year,which provides a direction for the next step of research.