The Investigation And Strategy Research On The Status Quo Of Mathematics Self-learning Ability Of Upper Primary School Students

The learning style of autonomous learning is corresponding to the passive learning,which highlights individual independence,motility and self-consciousness during the process of learning and emphasizes individual ego-orientation,self-monitoring,self-adjusting and self-assessment to the learning.Mathematics Curriculum Standard for Compulsory Education(2011 Edition)clearly states that teachers should play a leading role,deal with the relationship between teaching and students' autonomous learning,as well as guide students to think independently,explore actively,and cooperate and communicate with each other.However,in the actual classroom teaching,students have weak mathematical autonomous learning ability,and lack fine volitional quality and positive emotional experience about mathematical autonomous learning.In addition,teachers' cultivation consciousness to students' mathematical autonomous learning ability is not strong,and teachers are short of complete cultivation model.Therefore,the author wants to start from the angle of teachers' cultivation,conduct a investigation on current training status about high-level graders' autonomous learning ability in Math,and then propose further improvement strategies,in the hope of improving students'mathematical autonomous learning ability by improving teachers' cultivation ability.Based on meta-cognitive theory and Pang Weiguo's autonomous learning theory,the author has carried out a more than one month investigation in three primary schools in Yangzhou to find out the current situation about the cultivation to high-level graders' mathematical autonomous learning ability through questionnaire survey,talk show,observation and communication,etc.The investigation finds that there are several main problems exist in the cultivation to high-level graders' autonomous learning ability in Math:to the understanding of autonomous learning's essence,some teachers just stay in the shallow perception;a part of teachers hold the plain attribution to students' poor mathematical autonomous learning ability;the train objective about mathematical autonomous learning ability which teachers work out is devoid and not comprehensive;the cultivation content of mathematical autonomous learning ability is incomplete,and teachers have biased cognition;teachers' cultivation methods about mathematical autonomous learning ability are fragmented and not systematic;to the developments of students' mathematical autonomous learning ability,teachers fail to give timely effect assessments and varied assessment ways.After further observation,communication and discussion,with regard to the existing problems,the reasons are as follows:teachers are without experiencing systemic training about autonomous learning,and the cultivation to students is more from teaching experience;classroom teaching fails to construct student subject authentically because of the restriction by traditional views;owing to the objective constraints and the higher requirements to teacher qualities,teachers are difficult to reform teaching mode actively;partial high-level graders in primary school lack good volitional quality about mathematical autonomous learning;some high-level graders are short of positive emotional experience on mathematical autonomous learning.In the end,after combining with the author's own theoretical study and educational teaching practice,as well as referring to the cultivation opinions of part of the mathematics teachers from high-grade in primary school,the author comes up with the further improvement strategies about the cultivation to high-level graders' autonomous learning ability in Math:switching the roles between teachers and students,and letting the classroom teaching belongs to student subject;attaching great importance to the value of autonomous learning,and raising the sense of responsibility to the cultivation to students' mathematical autonomous learning ability;strengthening self-reflection,and making the correct attribution to students' poor mathematical autonomous learning ability;comprehending and grasping the basic connotation of autonomous learning,and distinguishing the conceptual essence between autonomous learning and self-study;combined with the characteristics of mathematics,enacting comprehensive and concrete train objective about students'mathematical autonomous learning ability;promoting the comprehensiveness of training content about students' mathematical autonomous learning ability;developing students' fine volitional quality and inspiring students' positive emotional experience about mathematical autonomous learning;combined with the actual development level of students' mathematical autonomous learning ability,choosing appropriate cultivation model;evaluating the development level of students' mathematical autonomous learning ability timely,and adopting a variety of evaluation methods.