A Study On The Teaching Strategies Of Improving The First Grade Student's Epistemic Beliefs About Mathematics In The Rural And Week School

Based on the current researchers,it is the epistemic beliefs that variably affect the students'study on Mathematics.With more and more attention being paid to the Mathematics beliefs,it has become an important Mathematics subject of research on teaching.Combined with the theoretical study and practical thinking,this paper studies the first grade students in the rural and week school.The study provides the methods to improve the teaching strategies of epistemic beliefs about Mathematics in rural and week school by document research,summary of experience,critical thinking,case study and experiment research.Details are as follows:On one hand.according to the current situation of the first grade students' epistemic beliefs about Mathematics in rural and week school,this paper provides strategies to improve the students' beliefs theoretically.Introducing situation and organizing the knowledge relationship are the two strategies to improve the structure of knowledge:The change of teaching methods,understanding the history of Mathematics,increasing the critical consciousness,practicing hands on and promoting learners' autonomy are the five strategies to stabilize the knowledge beliefs:setting models,strengthening positive energy,mining the merits,improving the students'self-confidence and teaching with layers are the five strategies to improve the students' learning beliefs;Limites training and variable teaching are the two strategies to improve the learning speed;Diversity of learning methods,reflection and summary,and good habits are the three strategies to perfect the learning methothds.On the other hand,practically,this paper is used to check out the efffective on the maths performance and the maths eptistemic beliefs in the rural school by the ways of practice research.case analysis,lesson study and experiment research.The results of the test and survey:(1)The Mathematics achievements of experimental class is much better than that of ordinary class.In other words,the Mathematics achievements,the beliefs dimension of knowledge structure and learning methods is more obvious in experimental class.(2)There is no difference on the beliefs dimension of knowledge stabilization,learning ability and learning rate.That is to say,these aspects have not been improved significantly.