With the deepening of reform, enlarging enrollment in secondary schools, colleges and universities and the improvement of the high school enrollment,the high school students'learning difficulties are emerging prominently, especially among the liberal arts students. From my experience of teaching the liberal arts students for several years, maths has become their major obstacle in their academy achievement.Their poor mathematics achievement is a widespread problem. It is a very difficult problem to be addressed thoroughly. The causes for the poor academic performance is complex and for mathematics learning, it mainly results from the thinking in solving mathematical problems. They's why it is greatly necessary to analyze why they happen to the abstacles. Based on the representative interviews to four different levels and characteristics students, the following essay is focused on finding the similarities and differences in the students way of thinking. In-depth interviews with the psychological process of students, for example, to deal with specific problems, I was asking the students why this problem was solved in this way and at that time, how to solve it or why he could not change the direction of thinking. Did their own difficulties, obstacles, the mistakes appear accidentaly or regularly? What was their response and solution? Did they do any summary of reflection? Did they get any experience after doing it? I have analyzed their specific problems of thinking obstacles and found out further the reasons from the student's cognitive structure ,way of thinking, thinking strategy.Quality education has put forward new requirements to mathematics teaching,that is,we teachers not only pass students mathematical knowledge, but also should pay more attention to intellectual development and the improvement of their ability, particularly maths thinking abilities. Through the analysis of several cases in light of the requirements of quality education, in mathematics teaching, the learning psychology of the students should be grased, students cognitive structure should be understood ,students self-monitoring capability should be improved and their quality of problem solving thinking should be promoted so as to achieve better mathematical results. More attention should be paid in the teaching process. What's more, we shoud leave more space for the students to think about their mistakes and extract the rational part for their mistakes so that the teaching effect will be better. |