The Study Of The Learned Helplessness Of The Junior High School Students Mathematics Study

Learned helplessness is refers to the individual after experienced some kind oflearning, negative in the emotional, cognitive and behavior of the special state of mind,learned helplessness in mathematics learning is to point to in certain mathematicslearning situation, students failing to reach an expected due to long-term goals andfailure experience, and in the motives, emotional, cognitive and behavior in a negativestate of mind. Domestic existing related disciplines of learned helplessness stay intheory study and evaluation level, empirical research is not rich, in junior middleschool students as subjects to study math in the learned helplessness is more rare, thismakes us that students learned helplessness in mathematics learning not understand,thus the lack of specific solutions to strategy. Therefore, it is necessary for us tolearned helplessness theory in mathematics study for theory and practice of deeperresearch.This topic on the basis of existing research results, with students as the researchobject, based on the theory of learned helplessness and the ability of mathematicsproblem solving related theory, combined with the characteristics and status quo ofjunior students mathematics learning, learned helplessness students in mathematicsstudy at the beginning of mathematical problem solving ability and the representationtheory and empirical research, the main contents and conclusions are as follows:The first part, the problems are put forward. This part is mainly regarding thistopic illustrates the background and research significance.The second part, the research reviewed in this paper. This part firstly to learnedhelplessness theory research progress is introduced in detail, including the definitionof learned helplessness, generation mechanism of learned helplessness, learnedhelplessness research scale and learned helplessness in the subject in the field ofresearch; The second review is the study of mathematical problem solving content,mainly including the nature of the problem and solve and classification, mathematicalproblem solving cognitive model. The third part, the number of junior middle school students learn formhelplessness questionnaire compiled and analyzed. Junior high school studentsmathematics study learned helplessness in the form of emotions, behavior, cognition,and motivation, for feelings of helplessness in two aspects: emotional apathy anddespair to conduct empirical analysis; Behavior helpless to focus on the thinkingquality in mathematics learning, attention, reading level discussions and problemsolving methods, etc; Cognitive helpless will research has focused on math learning ofmiddle school students self concept, self-efficacy and mental set; Motivation helplessemphasized the motivation level of mathematics and other subjects for furtherresearch. According to number of junior middle school students learning helplessnessform questionnaire.The fourth part, the number of junior middle school learning helplessnessstudents problem solving cognitive process research. First by number of junior middleschool students learn form helplessness questionnaire to get students learnedhelplessness, and then through the oral report method for learning eugenics withlearned helplessness test analysis of the mathematical problem solving ability ofstudents. Study found that students learned helplessness in the translation andintegration stages of problem solving, spend more time in planning and executionphase monitoring and problem solving problem solving time relative to less learningeugenics; Two classes of students might have differences in the number of errors;Owing to the different stages and be step number. In addition to learned helplessnessquestionnaire study of students, the class students perception and understanding ofmathematical language ability is low, schematic representation ability lag, the relativelack of metacognitive monitoring ability, and has lower basic operation skills.The fifth part, the number of junior middle school learning helplessness studentsproblem solving countermeasures of teaching. This part of the students psychologicalcharacteristics and combined with learned helplessness in the process of problemsolving cognitive characteristics, and put forward the following teaching strategies:attention to the cultivation of student mathematics study interest, strengthening thestudents mathematical perception and understanding ability, improve students’ self-monitoring ability, perfect the system of mathematics learning evaluation.