Research On The Cultivation Of Learning Habits In Primary School Mathematics Classrooms

Developing good study habits in mathematics classes for elementary school students is not only important for meeting current mathematics learning needs,but also has significant implications for future learning,work,and even lifelong development.In mathematics classrooms,developing good study habits is the key to learning mathematics well,and it is also a key focus of the "Compulsory Education Mathematics Curriculum Standards"(2022 edition).However,in the teaching practices of mathematics classrooms,there is a phenomenon of teachers neglecting the cultivation of students’ mathematics classroom learning habits,and students generally lacking good learning habits in mathematics classrooms.Through literature review,it is found that most scholars have studied learning habits in a general sense,and research on combining learning habits with mathematics subjects and focusing on mathematics classroom is relatively rare.Therefore,it is worth exploring and considering what good mathematics classroom learning habits elementary school students should develop and how teachers can use this main teaching ground of mathematics classroom to play a good teaching role,so as to help students develop good mathematics classroom learning habits and improve classroom learning efficiency.Based on the aim of promoting good learning habits for primary school students in mathematics classrooms,this study took the critical period theory,teaching format stage theory,constructivism learning theory,social learning theory,and Sandagek’s learning rules as theoretical foundations.It comprehensively employed methods such as literature analysis,questionnaire survey,interview,classroom observation,and case analysis to interpret the implications and cultivation of primary school students’ mathematics classroom learning habits.The study investigated and analyzed the current situation,problems,and reasons behind the formation of primary school students’ mathematics classroom learning habits.By taking the perspective of teachers,this study proposed teaching strategies to promote the cultivation of primary school students’ mathematics classroom learning habits,and verified the effectiveness and feasibility of these strategies through specific cases.Finally,suggestions were put forward from the perspectives of students,teachers,and schools to guarantee the effective implementation of the teaching strategies.The main viewpoints and conclusions of this study are as follows:Firstly,regarding the implications of primary school students’ mathematics classroom learning habits,this study believes that its connotation mainly refers to the stable and automatic learning behavior patterns that primary school students have developed through long-term and repeated practice in their mathematics classroom learning process and which demonstrate the characteristics of the mathematics discipline.Its characteristics mainly include mathematics discipline characteristics and educational characteristics.Its types mainly include four categories of learning habits: understanding stage,association stage,systematic stage,and method stage,and these are further subdivided.The basis for this is the new curriculum and Herbart’s theory of teaching stages.Its functions mainly include enhancing students’ mathematical literacy,promoting their all-round development,improving classroom learning efficiency,achieving good learning outcomes,cultivating good learning qualities,and enhancing students’ mathematics ability.Secondly,regarding the cultivation of primary school students’ mathematics classroom learning habits,this study believes that the internal mechanisms of cultivation mainly include physiological and psychological mechanisms,and the external conditions of cultivation mainly include teachers and schools.The process of cultivating these habits can be divided into three stages: early stage,demonstration and guidance;middle stage,supervision and practice;and later stage,assistance and reinforcement.Thirdly,this study analyzed the current situation of primary school students’ mathematics classroom learning habits and the cultivation of these habits using questionnaires,interviews,and classroom observation methods.First of all,through student questionnaires and teacher interviews,the main problems that exist in primary school students’ mathematics classroom learning habits were found to be poor classroom concentration,non-standard mathematical language expression,disorderly collaboration and communication,strong reliance on teachers,lack of self-consciousness and initiative,and careless attention to problem-solving.The reasons for these problems mainly include differences in student personalities,inadequate interest in learning,limitations in physical and mental development,and a lack of awareness of the importance of learning habits.And then,through further teacher interviews and classroom observation,the problems that teachers face when promoting primary school students’ mathematics classroom learning habits were found to mainly include unclear training targets,lack of persistence in training,and use of a single teaching method.The underlying reasons for these problems include outdated teaching concepts,heavy teaching tasks,limited teacher professional skills,and a lack of emphasis on the importance of learning habits in schools.Fourthly,based on social learning theory,constructivist learning theory,and Sandeck’s laws of learning,this study proposes specific teaching strategies that target the cultivation of eight types of learning habits,including listening attentively,expressing mathematical language properly,collaborative communication,independent thinking,reflective and critical thinking,taking mathematical notes,writing mathematical expressions,assessing problems carefully,and organizing incorrect answers.These strategies aim to promote the effective development of students’ mathematics classroom learning habits from the perspective of teachers’ teaching methods.Fifthly,this study uses case analysis and excellent teaching practice cases collected during the internship to verify the feasibility and rationality of the teaching strategies proposed in the fourth part through case description and case analysis.Sixthly,from the perspectives of students,teachers,and schools,this study provides suggestions for ensuring the effective implementation of these teaching strategies.It is believed that students need to have a positive attitude and correct understanding,learn from role models,and actively practice.Teachers need to transform their teaching concepts,improve their habit literacy,consolidate theoretical knowledge,enhance their professional skills,and develop clear goals and behavior training.Schools need to establish learning habit cultivation goals,conduct education and teaching training actively,optimize the learning habit cultivation environment,and improve the teacher evaluation system.