The Study On The Developmental Characteristics Of Mathematical Learning Strategies Of Junior High School Students And The Relations To The Psychological Influencing Factors That Can Be Controlled

Researchers have already pay extensive attention to mathematical learning strategies, due to the close relations of it to mathematical achievements, attitude and emotions. And it is exactly one of the mostly causes of mathematical maladjustment that students are unable to form in time and use enough mathematical learning strategies to learn effectively nowadays. The instruction of mathematical strategies faces some problems needed settled immediately. Firstly, there are few studies on the differences of using mathematical learning strategy by different studies, which restricts the instruction of mathematical strategies, researchers emphasized particularly on some aspects of mathematical learning strategies, such as strategies of resolving problem but ignored to study mathematical learning strategies as a whole. Secondly, mathematical learning strategies are influenced importantly by the psychological factors that can be controlled however the mechanism of influence is not researched synthetically. Thirdly, the training of strategies usually follows the way, which lies in researchers and used by learners. And the stability of the strategies training effects of the way has already invoked queries. Fourthly, in order to help students with forming a whole structure of mathematics, teachers need know the structure of mathematical learning strategies. But the structure of mathematical learning strategies is not posted yet. All these problems hinder the instruction of mathematical learning strategy, especially instructing students in accordance of their aptitude of mathematical learning strategy. Therefore, the author attempt to resolve the some of the problems mentioned above. On the basis of interview, exoteric investigation and studies, the questionnaires were compiled and amend, which is about learning strategies, motivation and strategies consciousness of mathematics. And the questionnaires were also amended, which is aboutattribution and self-efficacy of learning mathematics. The reliability and validity of all questionnaires are tested and verified. After this research including the investigation about 889 of junior high school students, we get the findings as follows:1. The structure of mathematical learning strategies is rational, which is posted by this research. And it is quite high, which is the resurvey reliability and internal homogeneity reliability and content validity of each questionnaires. It is also acceptable accord to the rule of psychological measure, which is the structural validity of the other questionnaires.2. In the practical route model, mathematical learning strategies is significantly and directly affected by two factors all along, which are motivation and strategies consciousness of mathematics. In the practical route model of integral and junior high school grade-one model, it is true that active attribution andpositive answer to difficulty of mathematical learning have significant and direct effect to mathematical learning strategy, but it is not the case when it comes to the grade-two and grade-three.3.To junior high school students, mathematical strategies and learning motivation degrade significantly yearly. The drop of mathematical learning strategies mostly presents as the drop of schoolgirls'. And this is caused mostly by the drop of their motivation.4.In mathematical learning, there are significant positive relations between the level of the learning motivation, strategies consciousness of mathematics and positive answer to difficulty.5.In gender difference aspect, the level of active attribution and the strategy consciousness of junior high school male students significantly is extreme lower than that of female student.