Junior High School Word Problems "and Not Understand" Phenomenon Analysis And Countermeasures

Requirements of the new curriculum reform are not only to have students learn to masterthe basic mathematical knowledge adapted to life and development，but to cultivate students’awareness and ability to apply mathematical knowledge to solve practical problems. Learninghow to solve application problems reflects these requirements. In the actual teaching process,It is found that application problems is the most difficult part of middle school mathematicalknowledge. The situation that junior middle students master this part will directly affect nextstudy for senior schools, at the same time, the ability to apply mathematical knowledge tosolve practical problems will be affected. As a result, it is an important thing for juniorstudents to learn to master this part. Therefore，for junior middle school students，the primarything is to understand the application problems taught in class. Besides, students shouldmaster how to solve problems independently，and how to solve real life problems by means ofthis mathematical knowledge. However, in practical teaching, it is a very commonphenomenon that junior middle school students "acquaint without capability". Concretemanifestation of this phenomenon is a lot of junior students actively speak, they can keep upwith the teachers′ideas, understand the questions teacher taught in the class. However, thestudents can not independently solve the homework of application by themselves after class.Therefore， it is very important to research this phenomenon， and find solutions toreduce or eliminate the phenomenon.Based on this purpose， this research is carried out mainly by referring todocuments， surveying information and analyzing facts. Through a questionnaire to teachersand students in junior middle school， we can conclude that the phenomenon was caused byboth teachers and students. The teachers’ reason embody that some teachers’ abilities andideas, some teachers ignored students actual situations when they prepare for class, someteachers’ dull class, some teachers neglect the students’ individual differences, some teachersdo not frequently urge the students to do exercises of application problem and so on. Theteachers’ reason embody that some teachers’ abilities and ideas, some teachers ignoredstudents actual situations when they prepare for class, some teachers’ dull class, some teachersneglect the students’ individual differences, some teachers do not frequently urge the studentsto do exercises of application problem and so on. Then in order to minimize the consequencesand to improve students’ efficiency in learning mathematics in junior middle schools，teachers and students should carry out the solution strategies. For teachers, solution strategiesare prepare for classes based on the students actual situations, help students to understand themathematical principle and background of application problems, cultivate studentsconsciousness to write out math graphic language, think highly of mathematical modeling in application classes, change teaching ideas, focus on homework evaluation and so on. Forstudents, the solution strategies are full preview before classes, train will to overcomedifficulties, learn effect ways on classes, pay attention to review after classes, do thehomework independently, pay attention to summary and correction and so on.This study is of great use to systematically analyze the causes of “acquaintance withoutcapability” phenomenon in junior middle school students， and sum up the strategy to reduceor eliminate the phenomenon. Excitation junior students’ interest to study this problem,improve the students’ ability to study this problem, enhance the teachers class effect and so on.On the whole，this research has an effective practical significance.