A Comparative Study Of The Best Students And Ordinary Students Moderation Habits Junior High School Mathematics Learning

The mathematical problem examining is the starting point and the entrance of thinking in mathematical problem solving, good about the habits and strong ability of analyzing the question, is the premise and key to complete the mathematical problem solving, and cultivate excellent students and ordinary students in mathematics and has distinct features of the times. So the research of outstanding students of junior high school mathematics and ordinary students about the habit is the need of development of era, is the need of the student individual development, help to improve the quality of teaching and learning of Mathematics.This study uses oral report analysis of excellent students and ordinary students thinking in examining the five-link process, through the analysis and study on the oral report, reveals the difference between excellent students and ordinary students in the stage directions, and on this basis, discussed the related factors. Research results show that:in the sample stage, compared with ordinary students excellent students more adept at mining condition information; excellent students than ordinary more good comprehensive and accurate characterization of the concept of nature; excellent students than ordinary students more adept at using a variety of ways (list, image) characterization of the information; the excellent students than ordinary students better at pattern recognition of problems; in the search for the known and unknown, outstanding student at from the known and the two aspects, in order to realize the unknown and known contact; and the ordinary students often only from the side surface to start, often make their own come to a deadlock, cannot find the unknown known associations. In the process of examining the reflection and problem solving, relatively speaking, the excellent students than ordinary students in their reflection, monitoring to do better, and can always implement the problem solving. In addition, also show differences in some aspects of non-intelligence factors, mathematics problem needed to be solved, the outstanding student of psychology is positive, full of confidence; and the ordinary students tend to start over with fear.Then, the relevant factors to the difference between excellent students and ordinary students in examining the effects of the studied. We think, declarative knowledge, procedural knowledge, schema knowledge, and metacognitive affect mathematics problems about activities, in addition to their mathematical learning interest, attitude, confidence has influence on the mathematical problem examining activities. All the elements of interaction, mutual constraints affect the mathematics problem examining activities.Finally, junior high school students about the ability and habit of teaching suggestions were put forward from the angle of teaching. First, pay attention to "problem examining teaching ". Teachers should pay attention to the distinction between "problem examining" and "problem examining teaching ", must not replace the student answer. Second, guide students to clear about the link of mathematical problem examining. Third, training students to draw knowledge structure graph habits, so that students continue to rebuild and improve their cognitive structure, knowledge is not only comprehensive and no longer scattered, so you will have a guarantee. Fourth, optimize the mathematical problem representation, creating opportunities for students of common comparison of various; guide them to select the appropriate mode of representation. Fifth, training students’thinking aloud. Sixth, training the consciousness and habit of reflection on the students I teach students to use their reflection, prompt strengthening examining activity of self consciousness.