| In the twenty-first Century, with the rapid development of the Information Society, only those who have learning power will not be eliminated by the society. At the same time, the National Mediumand Long-Term Plan for Education Reform and Development the proposed that “we should take care of every student, to promote the development of every student actively and vigorously; respect for the law of education and the law of students’ physical and mental development to provide appropriate education for every student”. This shows that the education should face all the students and teach students in accordance with their aptitude, and the development of learning may meet the student personalization need to develop, and find the room to develop for the students’ future. In addition, the primary school stage is the elementary education stage, which can lay the foundation for their future study and sustainable development.This study attempts to ascend primary mathematics research learning power from two aspects of theory and practice. Firstly, this paper introduced the question proposed, the significance of the research, literature review and research ideas and methods in the part of introduction. Then, I analysis the related concepts of learning power, and interpret the meaning of learning, learning ability and mathematics learning power used the literature analysis method. After this, I put forward the model of mathematics learning power and elaborate it. in detail.In the following, this thesis is going to do practical analysis by taking Kaifeng and Erqi District of Zhengzhou as the research objects. Through questionnaire survey, class observation and interviewing method, this thesis aims at investigating the learning capacity of primary students to mathematics, mainly from four perspectives such as learning motivation, learning perseverance, leaning ability and learning creativity. It is concluded that the development status of learning power of primary students is not optimistic, and there exists several problems that we can not ignore. For example, the learning interest of low-grade students to mathematics is relatively high, while it goes a down trend from middle-grade students to high-grade students; most of the students are lack of clear learning objectives; for middle-grade students and high-grade students, the sense of achievement can not be reached through learning mathematics; some fundamental knowledge and basic skills of mathematics are not comprehensively understood; the capacity of space imagination and analyzing questions is not strong; the capacity of logical thinking is underdevelopment, and the application ability of knowledge is weak; some primary students’ learning perseverance and creativity is underdevelopment, and the cooperative study, inquiry learning become a mere formality and the depth of learning is not enough. The main reasons of these problems locate in the negative effect of the traditional evaluation system. Besides, the knowledge oriented class teaching method also results to the lopsided development of students. Teachers’ professional skills need to be improved, and the age characteristics of primary students should also be taken into consideration.Basing on the above analysis, this thesis puts forward some constructive strategies of improving primary students’ learning power to mathematics: first, understand the pupils’ mathematics learning powder and the importance of mathematics learning power correctly; second, the teaching contents should be hierarchical and selective, full of practicalness, culture and humanity; third, set up a diverse learning context, and making mathematics study to be more interesting and close to life; fourth, improve study methods, and carry out more effective cooperative study and inquiry study; fifth, improve the evaluation system, and create an atmosphere of process and personalized evaluation; sixth, set up a kind of harmonious and democratic relationship between teachers and students which has mutually respect and love. |
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