The Research On Reflection Strategy In Mathematics Question Solution

The mathematics question solution undertaken by middle-school students is one kind of high-level mental activity, which, the same with anything else, has its own law of development. Thus that acquires us to follow this rule to carry on effective study, while it ends up with sad result when we violate this rule.Therefore, there needs to utilize certain Primary Cognition and fine thought strategies, for example, the Reflection Strategy, to bring controlment, adjustment and management into the study process.The document consulted show that there have appeared the researches of Primary Cognition and thought strategies mainly involving with the researches on development, the cultivation and some aspects relevant, and in which researches on development provides other researches with the foundation and could be, particularly, an important domain in the researches on study strategy and thought strategy.The past researches mainly focus on the theory research, not excluding of the few experimental studies. Like the development research primarily compares the different features of the thought strategies adopted by students of various age groups and ability levels, and discusses the developing and the characteristic in the obtainment and utilization of individual strategy. However, the experimental study carried on Reflection Strategy rarely appears.This research integrates the spoken language report method, the method of inspection and the reaction time system, starting with the scene factor and presentation ways of the Reflection Strategy affecting the thought strategies in the mathematics study for middle-school students, selecting the junior two mathematics exam questions as the testing material and representative junior two students with high and low math level as testee, researching the difference of the Reflection Strategy adopted in the question solution by high and low leveled students, discussing the Reflection Strategy in its substantive content, tendency, utilization frequency, various influence on mathematics question solution as well as cultivating good study habit and other related content.This research reaches positive conclusion to related theory of the discovery and development of the rich thought strategy, as well as the actual teaching researches, and illuminates its practical significance regarding the present education situation.It draws the main conclusions as following:1.The high-leveled students perform remarkable difference in the two stages of synchronous spoken language report and recounted spoken language report, and the comparison of the correct rate of mathematics question solution and the experimental score, namely, the Reflection Strategy in the recounted spoken language report stage is influential to the high-leveled students in their correct mathematics question solution and the enhancement of experiment score;2.The low-leveled students perform remarkable difference in the two stages of synchronous spoken language report and recounted spoken language report, and the comparison of the correct rate of mathematics question solution and the experimental score, which shows, the Reflection Strategy in the recounted spoken language report stage is influential to the low-leveled students in their correct mathematics question solution and the enhancement of experiment score;3.In the stage of initiative thinking, the high-leveled students are obviously better than the low-leveled ones in utilizing effective Reflection Strategy;4. In the stage of passive thinking, the high-leveled students are obviously better than the low-leveled ones in utilizing effective Reflection Strategy;5. In the stage of passive thinking, the reaction time wasted by the high-leveled students are obviously shorter than that wasted by the low-leveled ones.