Current Situation Investigation And Existing Problems Of Mathematics Teaching With Implicit Learning Theory In Junior High School

Learning including implicit learning and explicit learning, however, the former is recognized later. During the current mathematics teaching in junior school, there is lack of systematic research on the application of implicit learning theory, there are also some problems about the teaching methods of implicit learning, scientific guidance for students to applying implicit learning methods is also unavailable, those all affect the mathematics teaching effectiveness in the junior high school.By means of classroom observation, questionnaires, interviews, literature review and other methods, the problems of mathematics teaching with implicit learning theory in junior high school are summarized, the key strategies and countermeasures are studied based on the author’s teaching experiences. These strategies and countermeasures intend to stimulate student’s intrinsic power of implicit learning and also urge the combination of the explicit learning and the implicit learning, which facilitate the mathematics teaching effectiveness and improve student’s mathematical ability. This research shows not only theoretical significance but also more practical significance.This paper includes seven parts. The first is the introduction, about the research background, targets, significance, ideas, methods, and literature review of implicit learning psychological theory. In the second part, advantages of the theory of mathematics teaching with implicit learning theory in junior high school are interpreted. In the third part, the investigation of the practical application of mathematics teaching with implicit learning theory in junior high school are carried on, and then the problems are analyzed and studied through questionnaires, interviews, classroom observation and other methods. The fourth part includes the various factors affect implicit learning, such as, learning materials, spending time, teaching situation, as well as explicit learning. In the fourth part, according to the problems of mathematics teaching with implicit learning theory in junior high school, the variety of factors affecting implicit learning and the author’s own teaching experience, strategies and methods to solve these problems are researched and developed, such as, using the method of’learning within acting’, strengthening the construction of the hidden curriculum, implementing better teaching methods such as inquiry teaching and situational approach, avoiding the negative effects of implicit learning. Those also are supplemented by a number of cases. The sixth part is the conclusion, in which the researched strategies and methods can be adopted to stimulate the students implicit learning, develop their creativity, enhance their mathematical ability. The seventh part is the suggestions for further study on this topic.This study supplies guidance for mathematics teaching in junior high school, shows practical significance, and also provides some referencing value for other courses teaching.