Study On Psychological Intervention Of Mathematics Question Analyzing Problem Among High-grade Primary Students

Question analyzing is a key process for high-grade primary students to solve mathematical problems.Teaching practice have shown that various kinds of question analyzing problem exist among most high-grade primary students.The overcoming of question analyzing problem have great importance in cultivation of good learning habit and independent learning spirit for high-grade primary student by improving question solving efficiency,easing learning burden and also further promoting the initiative,enthusiasm and creativity of mathematics learning.Recently,abundant results have been concluded by researchers both home and aboard after a great deal of studies on the topic of mathematics question analyzing problem.Mathematics question analyzing problem in high-grade primary students are mostly likely to be caused by psychological reasons,according to research results from related fields and mathematics teaching practice.Currently,researches are mainly on the investigation stage.Most intervention measures are focusing on the teaching method,only few measures are concentrated on systematic and comprehensive analyzing and intervention practice.Therefore this thesis regarding high-grade primary students as object,will conduct a comprehensive research and intervention from perspective of combining psychological and pedagogy.This study combining psychological knowledge and technology with teaching method to intervene mathematics question analyzing problem,and then using quantitative analysis method to examine intervention results.First is to conclude and analyze typical psychological reasons for mathematics question analyzing problem among high-grade primary students.Second is to design targeted texts according to the teaching programme of fifth grade in primary and manifestation of mathematics question analyzing problem.Then two typical fifth grade class will be chosen as study objects.Experimental group will be class intervened with group counseling while the control group is another class which receive no intervention.Finally,conclusion and enlightenment will be summarized by analyzing data from two groups and evaluating the performance of intervention.The result shows that experimental group has increased its accuracy in mathematics questions after intervention,while control group shows no significant differences.According to students’ performance and test results during the group counseling,conclusions can be drawn as follow:1.Mathematics question analyzing problem caused by contempt,fear of difficulty and think frame has been released by group counseling.Applying of psychological knowledge and psychological health teaching methods,such as group counseling,can effectively solve difficulties and problems high-grade primary students encountered in mathematics learning.2.It is an innovation in high-grade primary teaching to combine basic knowledge of psychological health education and theoretical technologies of group counseling in mathematics teaching.It is also an effective exploration and practice of integrate developing and creative utilizing between psychological and pedagogy,which renewed teaching theory,strengthen interaction in class,activated teaching atmosphere,stimulated students’ interests in learning,enhanced teaching results.This combination is beneficial for quality-oriented education and all-round development of students.