Factor Analysis On The Structure Of Mathematical Reading Ability Of Junior High School Students

Mathematics is a science that studies quantitative relations and spatial forms.As an abstract generalization of objective phenomena,mathematics,as a scientific language and tool,is not only the foundation of natural science and technological science.And in the humanities and social sciences it plays a more and more important role.As a language,from the linguistic point of view,mathematics can not do without reading.The study of mathematics reading ability is to promote the students to learn more efficiently and with high quality.The main problem solved in this study are as follows:(1)Getting the structure of junior high school students' mathematical reading ability by using the activity-factor method to study junior high school students.(2)Putting forward the teaching strategies of cultivating junior high school students' mathematics reading ability,according to the structure of junior high school students' mathematical reading ability.In order to solve the above problems,the research process of this study is divided into three stages.The first stage: The teacher questionnaire of "structural factors of Mathematical Reading ability" was compiled based on the essence of mathematics reading,the essence of mathematics ability and the ten core concepts of mathematics core accomplishment put forward by the Mathematics Curriculum Standard of compulsory Education(2011 edition).Taking the results of the questionnaire as the dimension,the "Mathematical Reading ability Test Paper" was compiled.The second stage: The informants adopted the grade three students in the upper,middle and lower three level schools to carry out the test of the math reading ability test.The data obtained were analyzed by factor analysis and the main factors of mathematical reading ability were analyzed.The third stage: Adopting the activity method to analyse of grade three junior middle school students with three levels ofupper,middle and lower levels,so as to identify the psychological essence of these factors and rename them.The main conclusions of this study are as follows:(1)The structure of mathematics reading ability of junior high school students includes seven factors,seven factors(from high to low variance interpretation rate)include conceptual comprehension ability,language translation ability,reading transfer ability,and information integration ability,reading meta-cognition,spatial imagination ability and reading reasoning ability.(2)The teaching strategies for developing junior high school students' mathematical reading ability include:(1)The training strategies of conceptual understanding ability are as follows: list the outline of reading,let students read with questions;(2)The strategies to develop the ability of language translation are rough reading,intensive reading and intensive reading;(3)The training strategies of reading transfer ability are: the combination of normal reading,guided reading and independent reading,the strengthening of variant teaching strategies;(4)The training strategies of ability of information integration,including the training of reading strategy and the instruction of reading by stages;(5)The training strategy of reading meta-cognition is to use the "how to solve problem" table to standardize the process of problem solving;(6)The cultivation strategy of space imagination ability,including paying attention to intuitive teaching and rational arrangement of training;(7)The strategies for developing reading reasoning include strengthening variant teaching and promoting evaluation.Through the research on the factors of the structure of mathematics reading ability,this paper puts forward the strategies to cultivate the junior high school students' mathematics reading ability,hoping to give some enlightenment to teachers and students in the course of actual teaching and improving the math reading ability of junior high school students.