Research On The Reflective Ability Of Mathematics Problem Solving In Junior Middle School Students

The mathematician George Polya said:“The solution to the problem of mathematics is only half the problem. More important is to solve the problem after the reflection.” So the most important thing is the reflection after solving the problem. In the course of teaching, I often find some students can’t solve the problem after class or make the same mistakes over and over again. Sometimes they can understand and solve the problems in class with the teacher’s help, but they can’t do the same by themselves after class. These things stimulate the thinking of me. In order to solve this phenomenon, we carried out this research.The questions of this research. What is the current situation of junior high school students’ mathematics learning? What are the cognitive abilities of junior middle school students’ reflective ability in mathematics problem solving? What are the characteristics of junior middle school students’ reflective ability in solving mathematics problem solving? What are the factors that affect the formation and development of reflective ability of junior middle school students? How should we adjust the teaching to help junior middle school students to break through these cognitive difficulties and improve the ability to solve problems in mathematics problem-solving? Then we can help them improve their math.The research was carried out with the following procedures. According to the research questions, the questionnaire survey was carried out to investigate the current situation of the students’ problem-solving. After investigating the situation of the students’ problem-solving, we determine to use different teaching methods in two experimental classes. One is traditional teaching method, and the other is reflective teaching method. At the same time, we do quantitative analysis and qualitative analysis according to the grades of the tests every month. The quantitative analysis is based by SPSS17 and Excel. The qualitative analysis is based by the Interview record and the diaries of the reflective teaching. At the end of the semester, a questionnaire survey was conducted on these two classes. We can compare the results of the investigation before the experiment with the results of the investigation after the experiment. Then we do the quantitative and qualitative analysis. We can draw conclusions to get inspiration.The main conclusions of this research. Because the improvement of the reflective ability affects the ability of solving the problem, the improvement of the ability of solving problems is directly reflected in the improvement of the performance of mathematics. At the same time, the change in problem-solving ability is also affecting the students’ interest in mathematics, self-confidence and the pressure on the math test. Therefore, there are no significant differences in the overall level of mathematics achievement. However, there is a positive effect on the distribution of mathematics achievement. The reflection on the interest of mathematics and the relief of test pressure have little influence on the increase or decrease.Enlightenment of this research. Exposure thinking method is a kind of teacher’s thinking process, it is not a student’s thinking mode. So if you want students to accept and grasp its certain difficulties, teachers need a suit of process, more patient guidance and careful demonstration. In addition, in order to monitor, evaluate and guide students to reflect, improve the quality of reflective teaching and reflect its value better, the number of sample students in the research should not be too large. Otherwise it is difficult for us to to observe, evaluate and guide each student’s psychology and thinking process.