Research About High School Students’ Mathematics Study Interest,thinking Quality,Academic Achievement And Their Relationship

Aiming at 127 senior grade two students and using the self-designed interest scale and seven-trait test, the author myself devised a sampling survey about the study interest of mathematics, thinking quality and academic performance. As for the data analysis, I adopted SPSS Statistics 21.0 which consists of modern statistical methods of factor analysis such as description, comparison, correlation, regression and typical selection.There are two research standpoints. First, according to the curriculum goal orientation of “Ordinary High School Mathematics Curriculum Standard(experiment)”, the three-dimensional target----knowledge and ability, process and method, emotion, attitude and value, has been carried out at least 10 years, but that is not the real truth of education. In order to solve this problem, I designed a test composed by academic performance, thinking quality and study interest to take sample for the three-dimensional target. In the final part, when proving the educational target’s setback, it also attempts to give a quantitative operation model of math course standard.Second, to keep pace with the trend of western and echo the fever spread research direction of emotional psychology, the paper focus on analyzing the relationship between emotional psychological represented by interest and math education orientation represented by thinking. And I added academic performance in analysis to make it becoming three-dimensional vision. What’s more, after getting some data results and the relationship between interest, thinking and academic performance, it tries to give a ring mechanism making up of interest, thinking and grade; meanwhile, it also presents some available teaching and curriculum reform proposals.This research’ mainly qualitative conclusions:Exist in the students’ mathematics learning activities that the mechanism of action: the students’ interest in learning affect the formation of the thinking quality, thinking quality determines the academic performance, academic performance affects the interest in learning.The curriculum of "emotions, attitudes and values" objective failed in implementation, most of the students don’t like math class, also don’t think math interesting, mathematics learning interest and motivation in the medium level, students are not very like math is not very hate mathematics;Most of the students for their own mathematical thinking ability is not self-confidence, self-confidence in the medium level;Students’ thinking quality structure is unreasonable, there are serious exam-oriented tendency and blundering temperament, critical and original thinking ability is not ideal.The mathematical evaluation system towards girls and boys in this evaluation system in defeat.While the current evaluation system of bias caused by difference is not huge, but tend to exist, it is not easily deny.This should cause the attention of a new round of curriculum reform, the future to build a more balance to the evaluation system.The main quantitative conclusions:1, Under the significance level of 0.05, boys and girls of math academic achievement, thinking quality there is no significant difference;Under the significance level of 0.05, male and female students mathematics study interest level exists significant differences, boys than girls.2, Under the significance level of 0.01, interest in maths study and math grades low positive correlation;Under the significance level of 0.01, mathematical thinking and mathematics academic achievement quality highly positive correlation;Under the significance level of 0.01, interest in maths study and mathematics academic record low positive correlation;Under the significance level of 0.01, mathematical thinking ability cognitive attitude and mathematical thinking quality low positive correlation.3, Students in mathematics study interest, thinking quality, the three-dimensional spatial distribution of basic academic achievement is homogeneous and comprehensive development, among them, the three dimensional level learning eugenics accounted for 3.15%, medium have accounted for 90.55%, the learning difference accounted for 6.30%.4, Math academic achievement and quality of thinking of multiple linear regression model equation is: Math grades = 31.517 + 1.121 *agility + 5.064 *flexibility + 1.052* extensity + 1.422 * rigour(unit:; goodness-of-fit R square: 0.679)5, Comprehensive evaluation model in math: Feelings, attitudes and values factor(F1) = 0.220 * grades-1.161 * quality +0.183 * thinking learning interest; Process and method of the factor(F2) =- 0.572 * grades+ 1.428 *thinking quality-0.207 * study interest; Knowledge and skills factor(F3) = 1.464 * grades- 0.590*thinking quality-0.258* learning interest; Comprehensive evaluation result(z F) = 34.424%* F1 + 33.215% * F2 + 32.360% * F3;...