A Study On Middle School Students' Mathematical Learning Strategies In

The study on learning strategies has always been a research hotspot. In recent years, with the deepening of the researches on learning strategies, the study on learning strategies of specific subject has gradually become the focus of attention. with the development of economy, mathematics, as a significant basic subject, is of great importance. especially with the improvement of quality-oriented education in China, mathematics teachers and educators have paid more attention to the problems such as “how to make students learn mathematics well”, “|how to make students grasp the key principles of learning to learn”, “how to use learning strategies to learn mathematics ”and “how to improve students’ scores in mathematics”. There are a great number of Tibetan students, Han students living in Tibet, due to some differences in such aspects as economy, culture, education and language, the mathematics learning strategies used by students of different nationalities, must be with ethnic and regional characteristics. So, the research of mathematics learning strategies adopted by Tibetan middle school students has very important theoretical and practical value. In order to get a better understanding of the present status and characteristics of mathematics learning strategies used by Tibetan middle school students, as well as to improve the overall level of students’ performance in mathematics, the author has carried out a survey among students of three junior high schools in Lhasa, on the basis of the reference to relevant research results, using the Mathematics Learning Strategies Scale for Middle School Students,and The consciousness of Learning Strategy Scale,which were compiled by Mo Xiufeng,and Adolescents’ Academic Emotions Scale, compiled by Dong Yan and Yu Guoliang. This research draws the following conclusions:(1) The overall level of the mathematics learning strategies adopted by Tibetan middle school students, is not optimistic; the students’ overall performance in mathematics is not ideal; there are no significant differences in gender, nationality, grade; the significant differences did exist between different schools, different family languages, different teaching languages and different scores; the regression analysis of the usage of language,learning strategies and learning results, indicated that, the variables of tibetan(family language) and mathematics learning strategies, exert greatest influence on the academic achievement.(2) Learning strategy consciousness was significantly correlated with mathematics learning strategy, and learning strategy consciousness can effectively explain mathematics learning strategy.(3) Academic emotion was significantly correlated with mathematics learning strategy, positive arousal of academic emotion and negative arousal of academic emotion were excellent predicators of mathematics learning strategies.(4) Mathematics learning strategy plays an intermediary role between learning strategy consciousness and academic performance, mathematics meta-cognitive strategies, mathematics cognitive strategies, and resource management strategies have a predictive power on math academic achievement.