Investigation On Middle School Students' Psychological Barriers In Mathematics Learning And Group Counseling

Mathematics is an abstract and logical subject.After entering the middle school stage,many students show great inadaptability to the deeper mathematics learning,especially in the psychological level.The psychological disorder of middle school students' mathematics learning refers to a psychological state that affects,restricts or hinders middle school students' active and lasting and effective learning of mathematics knowledge,training creative thinking,developing intelligence,cultivating mathematics self-study ability and self-study habit,that is,a negative psychological phenomenon caused by confusion,misinterpretation or misunderstanding in the process of mathematics learning.The influence of this psychological phenomenon on students' learning It can not be ignored,it is related to the establishment of students' learning confidence and the cultivation of learning motivation.From a deeper level,psychological role even determines the success or failure of students' learning.Only by eliminating the psychological obstacles of mathematics learning can students' initiative and cognitive potential of mathematics learning be brought into full play and mathematics learning can be effective.This research consists of two parts: Research one uses a questionnaire survey method,and selects a total of 577 students from a middle school in Handan City as the subjects,and investigates the mental disorders of middle school students in mathematics learning,including their interest and attitude in learning mathematics And the dimensions of motivation,thinking,emotion,willpower,heavy conclusions,and learning methods.In the second study,In the second study,the 164 students with psychological barriers in mathematics learning were selected by random selection from the first study and divided into two groups: 82 in the experimental group and 82 in the control group.The experimental group was given a 7-week group counseling intervention for mental disorders in math learning,and the control group did not conduct any intervention.After the intervention,the two groups of subjects were post-tested on the level of mental disorder in math learning.Research 1 shows that more than a quarter of middle school students have mental disorders in mathematics learning,and there is no significant difference in the variables of gender and only child in mathematics learning.The grades are significantly lower than those in the second grade.Other grades;class leaders are better than non-cadres in learning motivation,learning willpower,and learning emotions.The second study showed that: after group counseling intervention activities,the experimental group had significant differences in test scores before and after,and the differences were mainly reflected in learning mood,willpower,etc.;the control group had no significant differences between before and after tests.The research shows that one-quarter of middle school students have psychological barriers in math learning.Group counseling intervention activities can make students with mental barriers in mathematics learning significantly improve their learning mood,and willpower.