An Teaching Experiment Study On Improving The Mathematical Reading Ability Of Junior High School Students From The Perspective Of Students’ Differences

Mathematics reading ability is one of the key mathematical abilities for students to realize independent mathematics learning and solve mathematical problems.Since the general office of the central committee of the communist party of China,the General Office of the State Council issued on further reduce the compulsory education homework burden and the external training burden "(hereinafter referred to as" opinions "),the relevant education department,school leaders and teachers pay more attention to the improvement of classroom teaching quality and the cultivation of students’ learning ability,how to let students check the efficient learning in the classroom,after class,which requires students to have certain autonomous consciousness and mathematics self-study ability,and mathematics reading ability plays an important role in this.The Mathematics Curriculum Standards for Compulsory Education(2022edition)clearly states that students should be able to explore the mathematical laws contained in natural phenomena and real situations,as well as cultivate students’ interdisciplinary application awareness and practical ability.In more complex and changeable situations,it is more necessary for students to have high-level mathematical reading ability,understand and analyze the relevant information and non-necessary information contained in the situation,establish the connection between information and then think and solve problems.Mathematics reading ability is the basic ability of students to acquire and standardize mathematical language.Improving students’ mathematical reading ability helps students to better understand mathematical concepts and mathematical problems.There are some differences in the understanding of different types of students’ mathematical language,so how to improve the mathematical reading ability of different types of students in class is particularly important.To this end,the study focuses on the excellent students in mathematics,middle students in mathematics and underachieving students in mathematics,and pays attention to the specific performance differences of their mathematical reading ability,in order to explore three teaching strategies to improve the different types of students’ mathematical reading ability.Based on Information Processing Learning Theory,Language Understanding and Generation Theory,and SOLO Objective Classification Theory,using Text Analysis,Questionnaires,Literature Research,Semi-structured Interviews,and Grounded Theory,research on the core question —— "How to effectively improve the mathematical reading ability of different types of junior high school students",it is divided into four sub-problems:(1)The text study of the reading content of junior middle school mathematics textbooks;(2)Investigation and research of mathematical reading ability of junior high school students(overall and different categories);(3)Research on teaching strategies to improve the mathematical reading ability of different categories of junior high school students;(4)Experimental research on improving the mathematical reading ability of different categories of junior high school students.The study carried out nearly a semester of teaching experiment,with "three teachings" education concept for leading and guidance,in the mathematics reading teaching attention students mathematics reading subjectivity experience,the initiative thinking and subjective expression,let the students in the "questioning-reading-thinking-expressing" link to improve the perception of mathematical language,understanding and use ability.The study has reached the following conclusions:(1)The mathematical reading ability of the current junior high school students needs to be comprehensively improvedIt is mainly reflected in the lack of active understanding and emotion of mathematics reading,poor mathematics reading habits,the lack of scientific mathematics reading strategies and methods,and the lack of a more efficient metacognition of mathematics reading.The influencing factors include subjective factors(intellectual factors and non-intellectual factors)and objective factors,which mainly include students ’solid basic knowledge,lack of complete mathematical cognitive structure,lack of mathematical science reading method,low mathematical comprehension ability,and unclear thinking of problems;Non-intellectual factors mainly include students’ negative emotional attitude towards mathematics reading task and weak will in mathematics reading;mathematics language factors include ambiguity in mathematical language understanding,obscurity and abstraction of symbolic language and lack of imagination in graphic language.(2)There are significant differences in the math reading ability of different types of studentsThe lacks of past knowledge and experience,and lacks the more accessible and efficient structure of mathematical cognition.Mathematics students do not effectively identify and explain relevant mathematical characters(concepts,symbols,graphics,etc.).(3)"questioning-reading-thinking-expressing" teaching method can improve the mathematics reading ability of junior high school studentsUnder the guidance of the education concept of "three teachings",the teaching experiment is carried out through the teaching method of "questioning-reading-thinking-expressing".Finally,from the result of the final evaluation and process evaluation,teaching experiment effectively improve the mathematics eugenics mathematics reading metacognition,effectively improve the mathematics medium overall mathematics reading level and improve the mathematics reading ability,verify the rationality and effectiveness of the teaching strategy,can effectively improve the different types of mathematics reading ability of junior high school students.The innovations of the research: firstly,the text study on the perspective of the education concept of "three teachings",the "questioning-reading-thinking-expressing" teaching method;thirdly,the detailed influence of the "questioning-reading-thinking-expressing" teaching method on different types of students from the perspective of excellent students in mathematics,middle students in mathematics and underachieving students in mathematics.