A Study On The Difficulties In Mathematics Learning Of Primary School Difficult Based On The Perspective Of Life Experience Accumulation

Mathematics study in primary school is at a fundamental and guiding period for students.Difficulties of teaching lie in increasing students'learning interests,developing learning habits as well as elevating innovation and problem-solving ability.Recently,researches on mathematics difficulties are quite common,but most of them focus on teaching difficulty,some even obscure concepts“teaching difficulties”and "learning difficulties" which lack theoretical mechanism and measurement with primary school students as the research objects.Having reviewed domestic and international results of existed researches,this thesis tries to establish a theoretical model and cognitive process mechanism on primary school studentsJ math learning difficulties,using practice,language and thinking experience as major methods,from the perspective of life experience-accumulating."Questionnaire on Primary Students' Math Learning Difficulties" is created on that basis and project analysis,exploratory factor analysis confirmatory factor analysis,reliability and validity test on preliminary results has been conducted to form the formal questionnaire.Taking this as a measurement tool,202 students and 12 mathematics teachers in the third grade of a primary school were surveyed,conducting questionnaire surveys,interview surveys and classroom observations,describing the current situation of primary school students' life experience accumulation and mathematics learning difficulties.Four types of mathematics learning difficulties are classified and summarized.The mathematics learning process mechanism of primary school students is derived.The difficulty maps of mathematics learning of different types of primary school students are divided.The differences between teaching difficulties and learning difficulties are compared.Combining interviews,this thesis analysis reasons and countermeasures for forming difficulties in math learning.Through the combing of the research results,the study finally formed the following conclusions:(1)The mathematics learning process mechanism of primary school students mainly includes the information acquisition stage,the processing information stage and the storage information stage.The three stages require repeated experience and migration of practice,language and thinking,and form mathematical cognition through the processes of induction,deduction and abstraction.The difficulty of mathematics learning is negatively correlated with the level of accumulation of life experience.(2)The life experience of primary school students consists of practical experience,thinking experience and language experience.The accumulation of experience of primary school students is generally at a general level.The thinking experience has steadily increased with the slow growth of practical experience and the rapid increase of language experience.(3)The difficulties in mathematics learning of primary school students are generally divided into two types:unbalanced type and complex type.The unbalanced type includes the lack of practical experience,language experience and thinking experience.The complex type includes the extremely weak three-dimensional experience,the weak three-dimensional experience,the less practical experience and the difficulty of comprehensive application of three-dimensional experience.Nearly half of the difficulties in mathematics learning of primary school students belong to the less practical experience.(4)The design of teaching difficulties lacks hierarchy and pertinence,and its quantity and scope are smaller than learning difficulties.There are differences between teaching difficulties and learning difficulties.The coverage rate of teaching difficulties to three-dimensional learning difficulties with very weak experience is the lowest,less than 70%.(5)The imbalance between life experience and mathematics knowledge,and the failure to follow the students' cognitive construction law are important reasons for the difficulty of achieving mathematics teaching life goals.Based on the above conclusions,the following suggestions are made:(1)Give students the opportunity to experience life and encourage them to enrich their life experience.(2)Respecting the Law of Cognitive Construction of Primary School Students,Create a situation and Empirical transfer and activities that students are familiar with and experience the process of knowledge formation.(3)Understand the difficulties of students' real learning from multiple perspectives,improving the Design of Teaching Difficulties.(4)Strengthen the pertinence of solving learning difficulties,leveling teaching according to the accumulation level of primary school students.