A Study Of Junior High Students' Math Weariness Situation,Causes And Strategies

As an important component of human civilization,mathematics is also the core of fundamental content in primary and secondary school curriculum.Compared with other subjects,mathematics knowledge is so logical and abstract that it requires students to have very high thinking abilities and cognitive levels correspondingly.Therefore,math is always considered to be the subject that makes students difficult,unconfident and even weary to learn.In some research,it can be found that the phenomenon of junior high students' weariness is increasingly more serious,including their lack of interest,positivity and initiative,and even fear and aversion in math learning.It has become a noteworthy and valuable issue that how to effectively alleviate or eliminate school-weary phenomenon.With the vigorous impetus of mathematics curriculum reform in basic education,everyone learns worthy mathematics;everyone acquires essential mathematics knowledge;different person gains diverse development in mathematics,which has penetrated into the spirit of people.Nevertheless,how effective is the mathematics curriculum reform? In students' opinion,is mathematics the subject that they think the most difficult,the least favorite or more disgusted to learn? Under this background,the field investigation of students' math learning is conducted in some secondary schools in Lin Fen City,Shan Xi Province so as to examine the effectiveness of mathematics curriculum reform by analyzing their math weary actuality and then give some suggestions on how to improve and optimize the educational practice in mathematics.On the basis of literature review,the questionnaire about math weary actuality is designed by the author.1498 students from 11 secondary schools in Linfen City,Shanxi Province are selected to take the sample survey.The questionnaire covers about students' information about their family background,math learning habits,and attitudes toward math learning and math teachers.From the perspective of Curriculum and Teaching Methodology,this study takes an in-dept analysis on causes of math weariness and brings out specific strategies to cope with math weariness.The conclusions are drawn as follows:1.Math is still one of the least-preferred subjects for secondary school students on account that they lack motivation and hold a negative attitude towards math learning and math teachers.With the progress in grade,their math weariness gets more intensive and male students are more serious than female students.2.Math weariness is relevant to students' family background.The better a family's financial status is,the lower a student'smath-weariness level is;kids with both parents around have the lowest level of math-weariness and kids with no parents around have higher;the more emphasis from family on a kid's study,the lower the math-weariness level is;kids from a democratic family have the lowest level of math-weariness and kids from a laissez-faire family have the highest.3.Students' math weariness is also related to their learning proficiency and learning satisfaction.The higher a student's test score is,the lower his or her math weariness is;the more a student is satisfied with his or her learning and life,the lower his or her math-weariness is.4.The characteristics of mathematics and junior high students' age development are the objective and immutable factors that result in math weariness and are merely accommodated to actively.However,the organization of math curriculum contents,teacher's teaching concepts and methods as well as students' learning motivation and attitude are the modifiable factors causing their math weariness and the entry points to deal with this problem.5.At teaching level,suggestions on easing or overcoming math weariness are given:(1)Update math educational concept and establish sound outlook of math,students and teaching.(2)Strengthen math curriculum construction to achieve school-based,life-oriented and diversified goals;(3)Renovate math teaching mode to teach math in accordance with students' aptitudes;(4)Set reasonable math learning expectations to make different students obtain different development in mathematics.