Investigation And Analysis On The Difference Of High School Students' Mathematics Against Business

In the course of teaching,the author finds that some students are afraid of mathematical problems and even have boredom;some students especially like to solve mathematical problems.Through the study of this phenomenon,it is found that there are obvious differences in the level of mathematical inverse quotient among these students.Through the study of this phenomenon,it is found that the level of mathematical inverse quotient of these students is obviously different.So as to study high school students' level of high school students more effectively and improve the mathematics inverse quotient level and mathematics learning achievement of high school students,the author carries on the questionnaire survey to the students' mathematics inverse quotient level in 24 classes,carries on the difference analysis to the high school student mathematics inverse quotient level,then obtains the high school student mathematics inverse quotient and its internal dimension to the mathematics examination result regression equation,has found the following conclusion:(1)The overall ability of high school students' mathematics inverse quotient is low,and the internal dimension of mathematics inverse quotient is uneven: the high school students' mathematics control ability is in the excellent level,but their mathematics attribution ability is on the low side.(2)The average obvious differences in the mean value of mathematics inverse quotient and its potential four dimensions among the good,middle and poor students,and the average score of the top students > the average score of the middle school students > the average score of the students with learning difficulties.Through the multivariate linear regression analysis of mathematics result,it is found that mathematics score =1.379×mathematics extension+1.73×mathematics control+1.134×mathematics influence+1.333×mathematics ownership+14.1.(3)There are obvious gender differences in mathematics inverse quotient,mathematics attribution and mathematics extension of high school students in Zhangjiagang City,The average score of boys is higher than that of girls;There are significant gender differences in the average score of mathematical influence,Higher for boys than for girls;There is no obvious gender difference in mathematical control.The analysis found that the boys' mathematics scores =1.038×mathematics extension+1.162×mathematics control+0.759;The female mathematics achievement =0.754×mathematics extension+1.123×mathematics control+0.712×mathematics influence+0.723×mathematics ownership+13.593.(4)From the point of view of grade difference,high school students' mathematics inverse quotient has experienced the development process of first rising and then falling,mathematics influence and mathematics extension also have similar development process,mathematics control has experienced the development stage of first leveling and then decreasing.Mathematics attribution has experienced the development stage of first falling and then rising.The analysis found that the mathematics scores of senior high school students =2.197×mathematics control+1.923×mathematics ownership+0.877×mathematics influence+0.982;Senior two mathematics achievement =0.674×mathematics extension 1.159× mathematics control+0.84×mathematics influence+0.576×mathematics ownership+15.294;Senior three mathematics achievement =1.345×mathematics extension+1.069×mathematics control+0.488×mathematics influence+1.366×mathematics ownership+3.12.According to the conclusion,suggestions for high school mathematics teaching:not only establish a scientific evaluation party should also pay attention to the penetration of frustration education,but also pay attention to the differences between students.According to the difference analysis,should help poor students and girls to establish a correct view of frustration;for high school students,in addition to helping them correctly understand setbacks,but also frustration training;to cultivate high school students positive attribution ability;in the third year three,the multi-dimensional interaction to improve the students ' self-effectiveness.