| The "Outline of the National Medium and Long-term Education Reform and Development Plan(2010-2020)" refers to that the schoolwork burden of primary and middle school students should be reduced.Students have more extra-curricular time since then,but most of this time is used for extra-curricular tuition.The "Compulsory Education Mathematics Curriculum Standard(2011 Edition)" requires mathematics teaching to promote the development of students' emotions,attitudes and values.Therefore,we should attach great importance to the cultivation of students' mathematical attitudes in teaching.The research questions are:(1)What is the status of mathematical attitude of junior high school students?(2)Does extra-curricular tutoring affect the mathematical attitudes of junior high school students?(3)How does extra-curricular tutoring affect junior high school students' mathematical attitudes in different regions and grades?(4)What aspects of extra-curricular tutoring have an impact on mathematical attitudes of junior high school students?The study analyzes the impact of extracurricular tutoring on junior high school students' mathematical attitudes through survey data and explores whether students' participation in extracurricular tutoring has changed their mathematical attitudes,so as to understand the influencing factors of students' mathematical attitudes and further analyzes the impact of student participation in extracurricular tutoring on their growth and development.The impact also provides more perspectives on the cultivation of mathematical attitudes.The literature analysis method,survey research method,and statistical analysis method were adopted.The "Mathematics attitude Scale for Junior Middle School Students" compiled by He Xiaoya and others was selected as the measurement tool.The overall coefficient of the scale was 0.917,and the retest reliability was 0.804.The reliability is 0.823.Three schools were selected from a city in a certain province,including one rural school,one urban school,and one town school.Each school selected 280 students in two classes for research,and used paper questionnaires to answer questions on the spot.According to the situation of the questionnaire,6students,6 parents and 6 teachers who were representative in the questionnaire were selected for interviews to supplement and explain the questionnaire data.The research results show that:(1)the junior high school students' mathematics attitudes is at a medium level as a whole and there are large differences;(2)extra-curricular tuition has a great influence on the junior high school students' mathematical attitudes;(3)extra-curricular tutoring has an effect on the dimension of proneness,tendency,learning motivation and learning strategy of junior high school students' mathematical attitude,but has no effect on the dimension of usefulness and learning belief;(4)extracurricular tutoring has an impact on the mathematical attitudes of town junior high school students,while it has no effect on the urban attitudes of urban and rural junior high school students;(5)extra-curricular tutoring has an effect on the passed junior high school students' mathematical attitudes and it has no effect on excellent,good,medium and passing junior high school students' mathematics attitudes;(6)the extracurricular tutoring form,teachers,teaching environment,and content settings all have different degrees of impact on the mathematics attitudes of junior high school students,while the number of extracurricular tutoring has no significant influence on junior high school students' mathematical attitude.According to the research results,the following suggestions are put forward:(1)improve the quality of regional teaching and pay attention to the "balance" of resource allocation;(2)meet students' various needs and enhance the "intimacy" of teacher-student relationship;(3)stimulate students' internal motivation and focus on the "experience" of emotional experience;(4)enrich classroom teaching content and encourage the "diversity" of teaching forms;(5)attach importance to the cultivation of mathematical attitudes,promote the "plurality" of evaluation methods. |
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