Research On The Status Quo Of Reflective Learning In Mathematics In The Third Year Of Junior High School And The Countermeasures For Ability Training

Years of my teaching experience in the grade three of junior school appears that self-reflection is one of the least valued and weakest links for both teachers and students in the teaching and learning process.Based on the requirements of the curriculum standards,the demands of high efficiency in the review of grade three in junior school and the needs of students' lifelong development,the author believes that it is extremely urgent to develop students' reflective learning ability.After reading related literature,the author also finds that more and more attention has been paid to the reflective learning study both at home and abroad in recent years.However,teaching studies on mathematics reflective learning for students at grade three in junior school are still far from enough yet.Thus,it is of great practical significance to make studies on mathematics reflective learning for students at grade three in junior school.The research method adopted in this paper included literature research method,questionnaire survey method,interview method and experimental research method.Firstly,the paper defined the concepts of self-reflection,reflective learning and mathematical reflective learning after the analysis of the existing literature,and then studied the connotation,characteristics and theoretical basis of reflective learning.Secondly,a detailed survey is conducted on the students at grade three of X Middle School in WuXi through questionnaire,which is designed from the perspective of self-reflection consciousness,reflective habits,reflective skills,and self-reflection perseverance on the basis of others' studies.Current situation and existing problems can be learned and analyzed from the questionnaire and teacher-student interview.Thirdly,the teaching method to develop the students' reflective ability is explored according to the three common class types for students at grade three in junior school.In the teaching process of the new course,students' reflective consciousness can be awakened from the preview before class;the students' reflective ability can be improved in the classroom teaching;the students' self-reflection can be expanded in the after-class review.In the problem-solving teaching process,it's not only necessary to teach the specific steps of resolving the questions for students,but also guide students to make self-reflections on the mistakes in the homework,comment on the test papers so as to improve students' ability to solve problems.Finally,the teaching practice of reflective learning is carried out in the teaching process and experimental research is conducted in two classes of teaching.The following conclusions are drawn based on the comparative analysis of two different methods adopted in the process:(1)Implementing teaching strategies for reflective learning can improve the pass rate and average score of the students in class;(2)It can also improve the reflective learning ability of students,especially for the improvement in self-reflection habits and skills.The preliminary research on the reflective learning of the students at grade three in junior school has made certain effects,whose methods and strategies can provide a certain reference for the students to carry out effective learning.However,due to the time limits of the research,it's still necessary to be further explored in some issues.