A Study On How To Promote Inferential Ability Of High School Students Falling Behind In Mathematics

Ability is not only a psychological research subject, but also a math's education research one. Under the situation of quality education,it's important to research on ability and how to promote the middle school student's abilities.The writer first puts forward a point of view that the inferential ability of mathematics is integral part of mathematical ability, then makes a discussion about the inference commonly employed in the mathematics for high school students, the ability structure of mathematical inference of this middle school students, and the factors which influence the formality and development of this inference ability of the middle school students.The math's inferential ability of the students refers to which the students can apply to logical methods so as to analyze, infer and argue according to the logical laws during their math's activities, Gaining the math's knowledge and skill and grasping the math's ways must rely on inference. Inference lies in all math's activities. Therefore, math's inferential ability is essence in math's ability, Inference is a train of thought througt which one can make a new judge from one or some indgements known. According to the credibility of the conclusion of math's inference, it can be divided into argument and plausible reasoning.There exists a large crowd of high school students who generally suffer learning disability. Therefore its necessary to make a study of this group's characteristics before a further discussion about how to promote their inferential ability. The guiding theories on which the research is based include: 1. the three-level theory by Japanese educationist Toru Kunman ;2. the attribution theory by American psychologist B. Weiner ;3. the concentric circle theory by Russian educationist (?); 4. the two-factor theory of Japanese theorist Michihiko Hachiya;5. the learning disability theory by Taiwan scholar Dr. Hong-bai Liu etc.The present research has discovered the causation through a survey among 317 senior high students, using a t-test on intelligence and non-intelligence parameters between 76 students with excellent math record and 103 students with math learning disability, in the guidance of relevant educational theories and the researcher's experience gained from years of education practice in classroom setting. The reason comes up as follows: math learning disability in senior high students is the result of both inner causation and outer causation. The inner causation includes: intelligence factors, basic knowledge and ability, non-intelligence factors (personal interest in math, learning attitude, study method, study motivation, willpower, emotional stability, achievement attribution); the outer causation is from:lschool management (examination-catering education, texts and teaching methodologies, requirements beyond students reach); 2. teachers (mal-established education perspective, dysfunctional teacher-and-student relationship); 3.family (the unrealistic expectations from the parents).At the back of the text , the writer puts forward some his own suggestions on how to promote inference ability of high school students falling behind in mathematics.