On The Investigation And Cultivation Of The Analytic Ability Of Mathematics For Eighth Grade Students

With the continuous promotion of education reform,students' problem-solving ability has attracted more and more attention.Therefore,higher requirements have been put forward for students' analytic ability.According to the characteristics of eighth grade students' development and cognitive level,this paper will explore the current situation of eighth grade students' analytic ability of mathematics,dig out the difficulties they encounter in analyzing questions,and put forward corresponding suggestions,and provide some reference and help for teachers to better cultivate students' mathematics analytic ability in teaching.This paper mainly uses the methods of literature analysis,investigation and testing,interview,thinking aloud method and other research methods,focusing on: 1.How to build an analysis framework of eighth grade students' ability to analyze mathematics questions? 2.What is the current situation of eighth grade students' ability to analyze mathematical questions? 3.According to the current situation of mathematics analytic ability of the eighth grade students in the school,what difficulties do they have in the course of analyzing questions? And what are the possible causes of these difficulties? 4.In view of the difficulties of the eighth grade students in the school,what strategies should the teachers take to better develop the students' analytic ability of mathematics ? And so on.In view of the above problems,this paper will analyze the existing literature,build the analysis framework of mathematics analytic ability,and determine the four dimensions of understanding,connection,transformation and reflection of mathematics analytic ability.Based on the survey of 205 eighth grade students in a middle school in Guangzhou,we learned the current situation of eighth grade students' analysis in mathematics,and selected some students for further tests and interviews,so as to further understand the difficulties and causes of their analysis.The conclusion is as follows:(1)In terms of the difficulty in understanding different mathematical languages,the character language has the greatest impact on students,followed by symbol language,and finally chart language.(2)Boys at different levels of mathematics achievement are better than girls at corresponding levels in different aspects of mathematics language understanding.(3)There are significant differences between boys and girls in the dimensions of analytic habit,understanding and connection.Boys are better than girls in the dimensions of understanding,connection and transformation.Boys are weaker than girls in the dimensions of analytic habit,attitude and reflection,but there is still room for improvement.In addition,there was no significant difference in the cognitive strategies of the male and female students.(4)The main difficulties of analyzing questions:(1)not understanding the questions,not answering the questions;(2)not clear the relations,unable to establish the relations;(3)the transformation of different mathematical languages is blocked;(4)wrong reading,missing reading;(5)slow examination speed,low efficiency;(6)information interference;(7)unable to grasp the key points.(5)The main causes of the difficulty in analyzing are as follows:(1)The foundation is not firm and the concept of reality is fuzzy;(2)Can't find and mine the hidden information in the topic;(3)Lack of analytic strategy;(4)Carelessness;(5)Inattention;(6)Not serious attitude;(7)There is a lot of interference information;(8)Fear of difficulty;(9)Psychological problems;(10)Lack of review;(11)Negative transfer of learning;(12)The closeness of cognition.According to the dimension division of analytic ability,the outline of analytic ability training is made,and the junior middle school function is used as the training material.Through the case training of four medium level's students and four students with learning difficulties for six weeks,the following four conclusions are drawn:(1)The mathematics analytic ability of medium level's students and students with learning difficulties has been further improved,and the degree of improvement of medium level's students is significantly higher than that of students with learning difficulties.(2)The improvement of medium level's students is more obvious in the analytic habit,connection and reflection dimensions,but slower in the understanding and transformation dimensions.Students with learning difficulties have made obvious progress in the dimensions of analytic habit,connection,transformation and reflection,while they have made slow progress in the dimensions of understanding.(3)Boys with the same level of mathematics scores have higher mathematicsexamination ability than girls.Boys are better than girls in the dimensions of understanding,connection and transformation,while girls are better than boys in the dimensions of analytic habits,analytic attitude and reflection.(4)There is still a significant gap between the medium level's students and the students with learning difficulties.