Statement On Mathematical Diathesis Structure And It's Optimization Of Middle School Students

The question how to apply diathesis education through mathematics teaching and cultivate students' mathematical diathesis under the large background of diathesis education is now becoming a topic of theory and practice of mathematics education in our country. But no agreement has been managed to on either the implication of mathematical diathesis or its structure elements by now. People have got varieties of comprehension on it.The article started from the proper meaning and the psychological meaning of the word "diathesis", and made definition to its implication after analysis, and analyses the essential feature of diathesis— inherent and the structure of afterwards diathesis— the diathesis of social culture, the diathesis of intelligence, and the diathesis of non -intelligence. Basing on above, the implication and feature and structure of diathesis were discussed. It was believed that people' s mathematical diathesis is formed and developed only according to mathematical activities, based on his congenital gifts and affected by the afterwards circumstances. It has the immanent qualities of long - term, comprehensive and high efficient affection on people afterwards mathematical activities and his future development. Besides on the feature of common diathesis, mathematical diathesis has mathematical features. The common structure of mathematical diathesis is consisted of the diathesis of mathematics knowledge, mathematical ability and mathematical mentality (especially means non - intelligence factor).The following was spread out around the specific content and it' s optimization of mathematical diathesis that high school students should possess. First, the author started from the common structure of mathematical diathesis, and analyses inherent knowledge, inherent ability and inherent mathematical psychology in particular, incor-porating the age factor of high school students and the factor of the need of diathesis in the informational society and the factor of mathematical culture. The author pointed out that mathematical diathesis was consisted of ideal knowledge (the value of mathematics , mathematics thinking, etc. ) and basic coursing knowledge (method, learning method, skill and experience of mathematics) and central resulting knowledge (the most basic conception and principle in mathematics) . Diathesis of mathematical ability consists of the ability of mathematical language, mathematical abstract and generality, mathematical logical, mathematical problem solving and mathematical meta - cognizance ( meditating and control ability) . Mathematical psychological ability consists of the attitude towards mathematics, the confidence to one ' s own mathematical ability and the observation of mathematical beauty.Then, the author analyses the condition at present of high school students' mathematical diathesis structure and it' s optimization in two aspects and expounded some suggestions. Though that the requirement of the content of mathematics diathesis should be bulged in teaching conspectus, avoiding the condition of full but not bugle, epitome but not specific. Teacher should improve students' level of comprehension and make them get ideal knowledge in teaching practice. In the aspect of ability cultivation , teacher should grasp the basis and reinforce the direction in thinking strategy. As to the cultivation in psychological diathesis, teacher should make students do from "spontaneity" to "consciousness" on purpose and emphasize that students should be attracted by the magic of mathematics itself and reduce their dependence on external circumstance and become " generous in learning" from " hard working" .