The Development Of Junior High School Students' Mathematical Learning Strategies And Their Relationship With Mathematical Achievements

From grade seven to grade nine,the content of mathematics courses in middle schools has increased,mathematics learning has become more difficult for students,and their learning burden has increased.Mastering effective mathematics learning strategies is one of the main ways to lessen students' mathematics learning burden,because effective mathematics learning strategies can help improve students' efficiency of mathematics learning.Through collating and summarizing relevant theories and related research,this study conducted a questionnaire survey to investigate 514 students from Grade Seven to Grade Nine with Wang Guangming's “Mathematical Learning Strategies Questionnaire for Junior High School Students”,and used the SPSS software to analyze the collected data,in order to get a preliminary understanding of the basic situation of the use of mathematics learning strategies of junior high school students,further analyze the development characteristics of junior high school students' mathematics learning strategies and find out the relationship of junior high school student' mathematics learning strategies with their mathematics achievements.Finally,based on the research results,the pedagogical suggestions for improving the level of mathematics learning strategies are proposed.The results of the data show that:(1)Junior high school students' use of mathematics learning strategies is of moderate level;(2)The level of mathematics learning strategies of junior high school students are decreasing year by year,and the use of mathematics learning strategies by students in different grades are significantly different;(3)Girls' level of management strategy use significantly is higher than that of boys.Boys' level of finishing strategy use and mood management strategy use are significantly higher than that of girls;(4)Students in high-score group use all kinds of strategies at a significantly higher level than students in low-score group.Students in high-score group often use mood management strategies,time management strategies,and rehearsal strategies;(5)Cognitive strategies and resource management strategies have a direct impact on students' mathematics achievements.Metacognitive strategies rely on cognitive strategies and resource management strategies to influence mathematics achievements indirectly;(6)Mood management strategies have the greatest impact on mathematics achievements;and the combination of mood management strategies,rehearsal strategies,external help-seeking strategies and time management strategies have the largest impact on mathematics achievements.Based on the results of this study,previous research and observations during internship,the following suggestions for improving the efficiency of mathematics learning are proposed:(1)Teachers should abandon their traditional teaching concepts and attach importance to the teaching of learning strategies;(2)Teachers help to reduce student' learning burden and improve their mathematics learning interest;(3)Teachers ought to attach importance to the preferences of male and female students and improve their use of learning strategies;(4)Teachers should pay attention to low-score students' status and stimulate their motivation for mathematics learning;(5)Teachers should pay attention to the teaching of resource management strategies,and improve students' mathematics learning efficiency;(6)Teachers should emphasize the teaching of rehearsal strategies and improve students' mathematics learning achievements.