Research On The Current Status Of Psychological Quality Of Mathematics Learning Among Junior High School Students In My Countr

The psychology quality of mathematics learning is the key factor that affects the efficiency of mathematics learning,it include three dimensions: mathematics metacognition,mathematics non-intelligence factor and mathematics learning strategy.Based on the policy background of quality education and "double reduction" and the practical background of improving students’ learning efficiency in mathematics,it is necessary to pay attention to the present situation of mathematical learning psychology quality of junior middle school students,so the following questions are put forward:1.What is the status quo of psychology quality of Chinese junior middle school students in mathematics learning? 2.Is there significant correlation between the psychology quality of mathematics learning of junior middle school students and different background factors? 3.The psychology quality of mathematical learning of Chinese junior middle school students has significant differences under different background factors?This study takes Chinese junior high school students as the research object,and samples a total of 7673 junior high school students from grades 7,8 and 9 in Beijing,Fujian,Guangdong,Henan,Qinghai,Shandong,Tianjin and Xinjiang.The sample selection include junior high school students from all grades.The survey areas include different provinces and cities in the east,central and west of China.Different regions involve different levels of economic development and administrative division.The questionnaire is conducted using the Questionnaire on Mathematical metacognitive Level of Junior High School Students,the Questionnaire on Mathematical Non-Intellectual Factor Level of Junior High School Students and the Questionnaire on Mathematical Learning Strategy Level of Junior High School Students compiled by Wang Guangming’s team.The questionnaire is conducted in a collective way and is issued by the school to participate in the test.The online survey and the offline survey are combined.Through the investigation and data analysis,the following conclusions are drawn:1.The overall status level of the psychology quality of mathematical learning of junior high school students is good,including the mathematical metacognitive level is most excellent,mathematical non-intellectual factor level is relatively good,mathematical learning strategy level is relatively weak.Compared with the secondary indexes,the learning attitude level of junior middle school students in our country is the best.The level of metacognitive monitoring,metacognitive experience and metacognitive knowledge are all good,but the level of emotion,motivation,cognitive strategies and metacognitive strategies is weak.2.The psychology quality of mathematics learning of junior middle school students is significantly correlated with various background factors,among which gender and mathematics achievement level are the most correlated with mathematics non-intellectual factors,and grade and region are the most correlated with mathematics learning strategies.3.Chinese junior middle school students have significant differences in the psychology quality of mathematical learning under different background factors.Among them,the level of mathematical metacognition and mathematical non-intellectual factors of junior middle school students with different achievement levels is the greatest,and the level of mathematical learning strategies of junior middle school students from different regions is the greatest.Based on the above research conclusions,the following improvement suggestions are put forward: from the perspective of individuals: 1.Correct understanding of oneself,differentiation of long-term goals,transformation of learning anxiety,stability of emotions;2.Feel the beauty of mathematics,establish a reward mechanism,avoid self-abasement and enhance learning motivation;3.Develop good habits,plan goals,supervise yourself at all times,and get familiar with learning strategies.From the teacher’s point of view: 1.Promote learning motivation and always pay attention to emotions;2.Infiltrate the use of learning strategies and strengthen student management supervision.From the school and social aspects: 1.Adhere to quality education,reduce the pressure of students;2.Provide external support and attach importance to student education.