Pre-study Of Junior High School Mathematics Learning Difficulties Affect Self-efficacy And Academic Research Of Students

According to the National Working Committee of Chinese Young Pioneers to a survey showed that300million students in China,50million students by teachers and parents as the ranks of students with learning the pre-learning difficulties,Which mathematics because of its innate abstract features, the culture of examination-oriented education in China is still very popular, with the drawbacks of large classes and student learning method and other internal and external reasons, resulting in a large number of mathematical learning difficulties.Mathematics as one of the most important subjects in basic education, increasing the status and role in modern society and life, their predecessors did a lot of research in the transformation of mathematical learning difficulties, has also made a lot of achievements Mathematical learning difficulties due to the relatively large number of relatively poor foundation, low motivation, susceptible to external interference, making the conversion of math learning difficulties easily repeated, with little success.In this study, questionnaires and other means, combined with the pre-learning intervention study of mathematics learning difficulties, expect an effective way to explore a mathematical learning difficulties into.This study is based Dongyuan Road School, Xi’an, Shaanxi Province, Junior high school sophomore four classmates for the whole object of study, investigated57mathematics students with learning difficulties.On the basis of the previous survey on student learning, the study of this topic in the help of classroom teachers.The pre-learning in this study is:before class teachers in the form of job, the next class of students or the next phase of teaching will be to use the old knowledge, the old concept review remedies as well as preview the new lesson content and the inquiry process is a combination of cooperative learning by the students’individual self-study and group learning.The study is divided into three phases:Phase1:determined on the basis of the pre-survey research object, the establishment of a Joint Working Group, and use "mathematics self-efficacy scale " gave students a pre-test. The second phase of the step1:with classroom teachers jointly arranged the pre-learning job, and negotiate a deal with the problems encountered.Step2:classroom teachers have mastered the basic points of the the pre-learning job, the pre-learning arranged entirely by the teachers deal with two classroom teachers to communicate their own front operations supplemented, coordination.The step1in the third stage:post-test interviews. Step2: mathematical analysis and processing. In the study, students in the form of individual self-study and group cooperation, teachers monitor student learning through the form of a class question, sampling operations.The results show that:the pre-learning can make the junior high school mathematics students with learning difficulties self-efficacy increased significantly, but each part of the upgrade is not the same degree of:general mathematical efficacy and the future forecast mathematical self-efficacy enhance fastest; actions and activities enhance self-efficacy is relatively stable;Learning control and emotional aspects of mathematical self-efficacy enhance slower. Pre-learning enables mathematical mathematical ranking of students with learning difficulties (results) to be relatively stable upgrade:For nearly a year’s study of the57math students with learning difficulties, students with learning difficulties grade ranking improved nearly30. Students’math scores by a variety of factors, the study secondary school students in math rise and fall, varies from person to person, to the vast majority of mathematical learning difficulties can be transformed, must be for different students, provide a variety of training programs.