A Survey Of The Current Situation Of Mathematics Thinking Ability Of High School Students In Lhasa

It is one of the main directions of the new mathematics curriculum reform on the training of high school mathematics thinking ability all the time,also it is the relentless pursuit of Mathematics instruction to improve the mathematical thinking of senior high school students.In this paper,it is studied that the present situation of mathematical thinking ability of senior high school students in Lhasa.First of all,it is reviewed the literature review of mathematical thinking ability at home and abroad,then,used the method of test investigation to the ability of mathematical thinking of the senior high school students in Lhasa.Based on analyzing statistical data and combined teacher interview method to find out the problem,we put forward countermeasures and suggestions.This paper researches the current situation of the senior high school students' mathematical thinking ability in Lhasa,first,the author summarizes the literature on the research of mathematical thinking ability at home and abroad and adopts the test investigation method to test the level of the high schools students' mathematical thinking ability in Lhasa.According to analysis the data and teacher interviews,the author finds out the problems and puts forward countermeasures and suggestions.The reason that the whole level of the senior high school students' mathematical thinking ability in Lhasa needs to be improved lies in teachers and students.For teachers: firstly,the effective emotional communication is not enough between teachers and students.Secondly,Teachers use teacher-centered and spoon-feed teaching models,leading to teaching effect is not obvious.Thirdly,teachers' problem-solving research needs to be strengthened.For students: firstly,the students' learning habits in math need to be changed.Secondly,students lack introspection on their own mathematical activities.Thirdly,student's training is not enough.In view of these problems,the author puts forward some reliable strategies and suggestions.First of all,for teachers:(1)Teachers should take more emotional communication with students to arouse their enthusiasm.(2)using the exploratory teaching pattern,let students participate in classroom teaching,making students become the true master of learning.(3)using variable teaching model,carry on “one problem with multi-solution ” and “one problem with many forms ”classroom training,especially the “problem of multi-solution” training of the mathematics of the university entrance exam to make the mathematical thinking ability develops diversified.(4)using exploratory problem,carry on exploratory math problem with incomplete condition(opening condition)and uncertain result(opening result),to make students' mathematical thinking ability is fully divergent and can construct the connection between all kinds of knowledge.For student:(1)Student should develop good habits of mathematics study,prepare lessons before class,listen to teachers carefully in class,review after class in time and often reflect on solving problem.(2)Students need to reflect their own mathematics learning activities,such as self-study,self-inquiry,collaborative communication,actively carry out the construction of meaningful learning and the recreation of knowledge(3)Students should strengthen their problem-solving training,thus the mathematical thinking ability will get improved by a long period of training.Being study of mathematical thinking ability of senior high school students in Lhasa,it is not only benefit to high school students' mathematical thinking ability of diversified development,but also is helpful to promote the overall progress and development of mathematics education in Lhasa,which can provide intellectual support and theoretical guarantee for the training of innovative talents in Tibet Autonomous Region.