Investigation And Intervention Study On Self-Controlling Ability Of Junior Middle School Students

For our country,the importance of developing education business cannot be ignored.It is not only related to the guarantee of the development of the whole nation,but also related to the future and destiny of the nation.And in today's education,mathematics is extremely important,is the foundation of science.However,today's mathematics education in the form of not optimistic in front of people.However,the lack of self-control ability in mathematics learning has a great impact on the development of mathematics education.Therefore,it is imperative to investigate the current situation of the self-control of junior high school students in mathematics learning and explore effective measures to improve the self-control of junior high school students in mathematics learning.This study adopts the methods of literature analysis and data analysis to investigate the current situation of mathematical learning self-control of urban junior high school students.On the basis of the obtained research results,the research of previous people is referred to and relevant theoretical knowledge is combined to develop appropriate intervention programs.The purpose of this study is to investigate the current situation of mathematics learning self-control of junior high school students and essentially improve the level of mathematics learning self-control of junior high school students in cities.Research process:Firstly,530 students from grade one to grade three of a junior middle school in Nanning city were selected to conduct a questionnaire survey on the mathematical learning self-control of junior middle school students.The data obtained were analyzed by using SPSS19.0.Secondly,from the first grade to the third grade,4 students in each of the three grades with high level of mathematical learning self-control,medium level of mathematical learning self-control and low level of mathematical learning self-control were selected to conduct interviews.The problem of self-control in math learning of junior high school students is that the level of self-control in math learning of junior high school students is not very ideal,and there are obvious differences in gender,grade and so on.The causes of the problem mainly include the following factors: lack of confidence in learning mathematics,lack of motivation to learn mathematics,improper learning methods,and emotional instability.Then,from the first grade of accept the questionnaire survey,selection inmathematics learning self-control questionnaire survey on the lowest total score40 students as subjects,and divided into two groups,a group for experimental group,another group as control group,each group a total of 20 people,the experimental group and control group before and after the implementation of measurement at the same time,develop the junior high school students mathematics learning self-control intervention plan and implement intervention 7 times,effect intervention questionnaire effectiveness tests.The study draws the following conclusions:1.The self-control of junior high school students in math learning is still at a slightly above average level.2.There are grade differences in the self-control of junior middle school students in math learning.According to the results of the survey and the analysis of the data,the three dimensions and the total score of the self-control in mathematics learning of grade three students are significantly higher than grade one,significantly higher than grade two.At the same time,the self-control of students in the second grade is lower than that in the first grade.3.There are gender differences in the self-control of junior high school students in math learning.Through the data processing of the three dimensions of mathematical learning self-control and the total score of mathematical learning self-control,it is found that the level of mathematical learning self-control of girls is higher than that of boys in junior middle school.4.There were significant differences in the post-test between the control group and the experimental group.Students in the experimental group and the control group had the same level of self-control in math learning before the two-month intervention.After the intervention training,there were significant differences between the experimental group and the control group in the three dimensions of mathematical learning self-control and the total score of mathematical learning self-control.The self-control level of the experimental group was significantly higher than that of the control group.5.Intervention training for junior high school students can effectively improve their level of self-control in mathematics learning,and timely promotion can be considered.