Low Grade Primary School Students’ Mathematics Learning Habits Of Action Research

Development of modern society requires high-quality innovative talents, the new curriculum standards issued on December28,2011focuses not only on students "basic knowledge and basic skills", but also on the students’ thinking ability and creative ability. This revised curriculum standards put particular emphasis on capacity-building. Mathematics curriculum has increased new requirements of the basic activities of experience, the basic idea. Mathematics teaching is required to arouse students’ mathematical thinking, to encourage students’ creative thinking and students’ mathematics learning habits. Primary school mathematics curriculum has a direct and important impact on a variety of habits of students thinking. Students’ learning habits of the good cultivation is especially key period in the lower grades of primary school. Found by reading the relevant literature, there are a lot of research on study habits theory, but less on the learning habits of practical guidance on a specific discipline of mathematics. Therefore, this article studied lower primary students’math learning habits by practical research methods.Before researching, we found the problems existing in lower primary students’ mathematical learning, including learning the habit in class, the habit of listening, carefully review the theme, the habit of questioning, the cooperative learning habits as well as after-school homework etc.The practical training strategy is established, including the specific training methods and rules. It also provides the basic principles of teaching to ensure the effective implementation of good study habits.It is found that the experimental class and the comparison class students of mathematics study habits both have made progress, but more significant advances in the experimental class after the survey compared results with those before the experiment. This shows that the efforts of training are a certain role in promoting in addition to the progress of the students own. Of course, there are some experimental results are not so positive. We found some problems through that. For example, the items of the questioning form are not comprehensive and detailed. Some students’ answers were not objective enough. These impacted on the results. In addition, the experimental training only focus on the learning habits training from teachers to students. The students themselves, parents of students and classes, school and social environment are not involved. These aspects are closely related to students’ learning habits. Therefore, the follow-up study can base on this. Combining all of the above factors, we can make further comprehensive study on students learning habits.