Investigation And Research On The Status Quo Of Autonomous Learning Of Mathematics Among High School Students

In the "General High School Mathematics Curriculum Standards(2017 Edition)"(hereinafter referred to as the new curriculum standards),it vigorously advocates independent learning and the development of students' core literacy in mathematics,and the general high school mathematics textbooks based on the new curriculum standards are created for students to develop mathematics autonomous learning In the context of convenient conditions,this paper adopts the literature research method based on Professor Zimmerman's Autonomous Learning Theory and Professor Pang Weiguo's “Autonomous Learning Scale”,combined with the content requirements of the new curriculum standards,and finally determines 6dimensions after screening and prediction 21 This category is suitable for the investigation and research of the current situation of high school students' self-learning in mathematics.The subjects of the survey are 6 students in the non-predictive class of the second grade in a middle school in S city.In order to examine the behavioral performance of students in different mathematics achievement ranges,prepare student interview outlines,and use group interviews to interview five students in different mathematics achievement ranges;to examine teachers' understanding and understanding of mathematics self-learning The development of students' self-learning in mathematics,the compilation of teacher interview outlines,and the use of individual interviews to interview two mathematics teachers in the second-grade math group.After obtaining the corresponding data through the survey,using Excel and SPSS22.0 for statistical analysis,the quantitative analysis and statistical conclusions are obtained.The students' self-learning level in mathematics is higher than the intermediate level,but in general,students' performance is uneven;gender does not lead to mathematics There are obvious differences in the performance of autonomous learning;students with different grades have significant differences in learning motivation,content and time dimensions;there is a significant positive correlation between students' autonomous learning in mathematics and the dimensions of autonomous learning in mathematics.A qualitative analysis of the six dimensions defined by the concept of self-learning mathematics for each item of the questionnaire and interviews with students to further understand that the learning motivation,learning content and learning time dimensions of students with different grades in mathematics self-learning are significant The reasons for sexual differences,learning interest,self-efforts,expectations and encouragement of parents and teachers,college entrance examinations and job hunting all affect students' mathematics learning.Students as a whole can complete mathematics homework well.Utilization and allocation of learning time outside of homework.Interviewing two mathematics teachers,I learned that the two teachers have a better understanding of the self-learning method of mathematics,the development of the self-learning of mathematics is good,and the teachers can in-depth study and analysis of the new teaching B version mathematics textbook compiled based on the new curriculum standards.Finally,according to the conclusion drawn from the survey results,the suggestions are as follows,stimulating the learning interest,improve the sense of mathematics learning ability,cultivate the habit of preview,strengthening knowledge review and summarizing and regulating learning time,and creating independent learning opportunities.