A Case Study Of The Learning Behavior Characteristics Of Mathematics Gifted Students In Primary Schools

In recent years,gifted education in primary school has drawn more and more attention from scholars and the society as compared with that of high school.Mathematical gifted students refer to outstanding students in the field of mathematics.However,in the study of mathematics gifted education both at home and abroad,the two major problems concerning the evaluation criteria of math gifted students and the characteristics they possess are still striking and unification Standard and opinion This article explores the definition of "math gifted students" and conducts a case study on the learning behaviors of middle-and-high-grade math gifted students in elementary schools to find out some similar behavioral characteristics,in order to reveal the inherent laws of elementary gifted students and to provide students,parents,Teachers provide constructive advice,thus to a certain extent,enrich our country math gifted education research.On the basis of student's mathematics achievement,combined with the recommendation of the teachers and the evaluation of other students,4mathematically gifted students in grade three and four classes of grade three in Minhang District Experimental Primary School of Shanghai were selected as the subjects of the study for two months.Implicit behavior characteristics of the primary school mathematics gifted students learning behavior can be divided into explicit measures and behavior characteristics in a short time is not easy to detect,take interviews and classroom observation,the research of them in "learning attitude,learning motivation,mathematical thinking and memory,and listen to the speech,problem solving and operation,difference of 7 the dimensions of team cooperation and mutual aid,mathematics learning time planning",and generalizes the primary school mathematics gifted students learning behavior and the deficiency of common characteristics,finally from the "gifted" and "teachers" "parents" of the three forward optimization suggestions.The study found that implicit learning behavior,learning motivation,learning motivation of gifted students with strong internal need,learning objectives are clear;learning attitude dimension,gifted students learning focused learning,strong willed,active learning enthusiasm;mathematical thinking and memory dimension,gifted with profound thinking and extensity,agility,originality and critical,and good at simplifying and understanding of memory.In explicit learning behavior,listening andverbal dimensions,gifted students can fully mobilize the eyes,ears,mouth,hand"various senses in the mathematics classroom,to see,hear,remember with self selection criteria,compared to other students,in the classroom to answer questions and active the higher frequency,higher quality;the dimension of problem solving and operation,gifted students regularly summarize typical examples and methods of their knowledge of the sort,using ability;team cooperation and mutual dimension,gifted students good at playing the role of a good summary,express their views,and hold the critical opinions of others the time dimension of learning;mathematical programming,gifted students make good use of spare time,they can effectively use the best time.