A Study Of Mathematics Self-Concept Of The High School Students

As the core of individual personality development,self-concept has an important orientation and adjustment function to its behavior,which is closely related to the perfection of individual personality quality and social development.Previous studies have shown that mathematical self-concept has a significant impact on mental health and mathematical achievement of students.There are few studies on self-concept of mathematics in China.The purpose of this study is to explore the current situation and characteristics of mathematics self-concept of senior high school students,and to prepare the scale of mathematics self-concept suitable for senior high school students,and to test its reliability and validity.At the same time,it is suitable for senior high school students to prepare the questionnaire and academic achievement scale,and to explore the relationship between the math self-concept of high school students and teachers' expectations and academic achievement.Based on the combination of qualitative and quantitative methods,478 students and their math teachers in a high school in high school in Beijing and their math teachers are studied.First,through classroom observation,investigation,interview and other qualitative research methods,the relevant contents of high school students' mathematical self-concept are collected.Then,on the basis of qualitative research,combined with the mathematical self-concept scale compiled by predecessors,we compiled a self-concept scale for senior high school students.In order to explore the relationship between high school students' mathematical self-concept and teacher expectations(teacher's behavior,teacher attitude)and academic achievement(academic achievement,learning ability,academic emotion),and the use of "Teacher Expectancy Scale" and "academic achievement scale" and other quantitative research tools to study.The main conclusions are as follows: the high school students' mathematical self-concept is in the middle level;there is a difference in gender and region between senior high school students' mathematical self-concept and no difference in grade;teacher expectation has a significant influence on high school students' mathematical self-concept;high school students' mathematical self-concept has a significant influence on academic achievement.It plays a mediating role in the impact of academic achievement.According to the conclusion of this paper,in the course of daily teaching,teachers can make students feel the teacher's expectation and confidence through their own attitude and behavior.Teachers play an important role in influencing students' academic achievement.In daily teaching,teachers can draw lessons from this conclusion,help students set up correct learning view,guide students to love mathematics,and get the sense of achievement in mathematics learning.In the education and teaching work,teachers should correctly guide students to view gender differences and regional differences,eliminate the stereotyped impression of men and women in mathematics learning,and strengthen theself-awareness education of students in mathematics learning of rural students.