| With the development of quality education and student-centered education,the study of mathematics learning psychology is increasingly valued by scholars.Among them,nonintellectual factors such as mathematical recognition beliefs are very popular among researchers,and they mainly focus on practical research."Dongxing Jing School" is an Ethnic school,which is the only one Jing school in China.It is located in the border area,which is a nine-year compulsory education school,contained 6 years primary school and 3 years middle school.After years of teaching and learning,the author found that the foundation and overall quality of the students in Jing School in Dongxing City are worse than those in ordinary schools.What is the student's belief in mathematics understanding in this context? How can these children be helped to improve their mathematical beliefs and mathematics score? The author concerns about these issues and starts to study.This paper takes the first-year middle school students of the Jing school in the border area of Guangxi as the research object,and aims at the current status of students' belief in mathematics knowledge,propose strategies to improve instructional design.Then it is used in the actual teaching design process,and combined with a number of teaching cases to carry out experimental research;afterwards,the survey results are analyzed through questionnaires and statistics software;with the help of the interview,we try to explore the effect of teaching strategies on students' beliefs in mathematics and mathematics score.The experiment test and survey showed that:(1)The students' score,knowledge structure and original learning style belief between experienced class and controlled class have been significantly difference.The experienced class is significantly better than the controlled class.(2)There is no significant improvement in students' mathematics knowledge stable beliefs,learning ability beliefs and learning speed beliefs. |
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