Research On Math Polarization Of Middle School Students

In2010, Ministry of Education clearly put forward the important goal that“promote the balanced development of compulsory education” in National mid andlong-term reform and development Plan (2010-2020), which highlights the importanceof educational fairness in compulsory stage.During the middle school students’ processof studying math, it is obvious that polarization in students’ mathematics performance,to be more precise,that students who are good in math are getting better and better,worse and worse, and the gap widens between good students and bad students.Theexisting researches on polarization of students’ study include the researches on learningdisabilities, the cause of polarization and the polarization of different courses. Theseresearches focus less on the polarization phenomenon itself, especially on theperformance of the polarization, causes and ways to carry out.In order to avoid this shortage,on the basis of author’s own teaching experience,theauthor use literature method, action research method, case study and other researchmethods to discuss the phenomenon and causes of the math polarization of middleschool students and put forward the necessary measures to reduce the chances of theexistence of math polarization.The math polarization of middle school students isessentially a kind of alienation of students’ math performance, which is based on thelarge gap between learning disabilities students and general or outstanding students.Inaddition to the fluctuation of students’ math scores increased as the growth of thegrade,it exists external form of math polarization. Combined with the author’s teachingexperience, this thesis put forward to the five main performance of math polarization:the alienation of students’ development, uneven distribution of educational resources,polarization migrated to other courses, the internal conflict of teaching and themagnified of teaching pressure.In terms of the causes of math polarization of middle school students, this thesisanalyzes from two aspects of objective and subjective. Among the objective factors,there are three factors: the characteristics of mathematics discipline, the characteristicsof middle school mathematics teaching material and the influence of teachers. The subjective factors include three aspects such as cognitive factors, personality factors andlearning anxiety.To alleviate the damage of math polarization to the teaching process, teachersshould strengthen students’ the foundation of math study, help students completetransition from elementary math study to the middle school study, control the process ofmath teaching, connect education with real life in the teaching content, arouse students’interest in learning mathematics, combine the mathematics situations and life situationto teach the learning strategies and train students to develop good study habits.Whenevaluate the results of students’ math study, schools should provide multi-channel,systematic way of evaluation, strengthen teachers team construction, improve thequality of teachers and set up the harmonious relationship between teachers andstudents.