The Reason Analysis And Countermeasure Research Of The Lack Of Rigor In The Mathematics Program Of Junior High School Students

The mathematics solution problem is to ask students to design a program and operate it by themselves with providing students with a situation.And students need to determine a class of practical solution by analyzing,establishing models,calculating and comparing.The mathematics solution problem comprehensively examine students' reading comprehensive ability,analytical reasoning ability,data processing ability,text generalization ability,written expression ability and practical ability.However,many students lack rigor in solving mathematical problems in actual teaching.For example,students consider the problem incomprehensively and solve the problem intuitively.The process of solving problem is incomplete,the boundary of classification discussion is repeated or flawed,and the established model is incorrectly,or the misuse of knowledge,calculation errors,etc.Therefore,it is important to find out the reasons why students lack rigor in solving mathematical problems.This paper investigates 30 students who are not rigorous in solving mathematics problems in Economic Development Zone,Decheng District and Canal Development Zone to find out students5 performance of lacking rigor via oral reporting,observation and interviewing methods.It is based on these performances and interviewed 25 students who are more serious about the mathematics solution and 25 students who are less serious about the mathematics solution,aiming to find out the deeper reasons.Finally teachers can develop the strategies to help students overcome these deficiencies and improve their mathematics application skills.Using the above methods can help teachers to find out the disadvantages of junior high school students in solving mathematical problems.The main performance are as follows:Students cannot extract key words and key information quickly;Students cannot comprehend information correctly or understand the problem incompletely.And the knowledge cannot be correctly applied,the model cannot be correctly established,the answer is incomplete,the standard is not standardized,and the calculation cannot be performed quickly and correctly.The above seven aspects are manifestations of the lack of rigor in student solutions.In view of the lack of rigor in solving mathematical problem of the above-mentioned students,the main reason for the lack of rigor in the solution of mathematics solutions by junior high school students are as follows:Students who lack rigor are short of ability to understand the task when they are solving solution problem;When they read the questions,they do not circumscribe the key information,which makes them easily miss the key information;The application of the classification discussion ideas affects the rigor of the students in the mathematical program;students who lack rigor in solving the mathematical problems do not have a good grasp of the classification and essence of the problem,and the lack of proficiency in the problem-solving method leads to the lack of rigor in the solution of the problem;the mastery of the basic knowledge of the function affects the cultivation of the rigor of the solution problem;Students with a lack of rigor in program problems have relatively poor computing power,and the habit of calculating tests has not yet formed.In terms of teaching,the following teaching suggestions are proposed for the main reasons for the lack of rigor of mathematics solutions in junior high school students:strengthening reading training in teaching and training students in three-step reading method to farther train students' ability of reading questions;The cultivation of habits of drawing key information and improving the ability of students to extracting information;Furthermore,it is necessary to increase the students'confidence of learning program problems,while correcting students' learning attitudes and cultivating students' perseverance,which is conducive to the improvement of students' rigor.In the usual teaching,teachers pay attention to the continuous penetration of the classification and discussion ideas;in the example teaching,the teacher enhances the students' grasp of the essence of the program problem by using variant training,so the students can infer other things from one fact and understand the problem more systematically and comprehensively;At the same time,in the usual study,students should do more calculation exercise and have a special notebook to make calculation exercise every day,which can improve students' computing skills.