Research On The Cultivation Of Junior Middle School Students' Mathematical Abstract Literacy ——Take Qiqihar T School As An Example

The cultivation of mathematics core literacy has become a key link in the process of the in-depth implementation of China's new curriculum reform.As the first of the core qualities of mathematics,mathematical abstract literacy has attracted the attention of more and more scholars.Because junior middle school students are in the transition period from image thinking to abstract thinking,and the plasticity of thinking is great,junior middle school is the most critical period to cultivate their mathematical abstract literacy.Therefore,cultivating mathematical abstract literacy is of great significance to the development of junior middle school students.Although there have been a lot of research on mathematical abstract literacy at home and abroad,most of them are theoretical research through literature method and comparison method.This study tries to use the combination of quantitative research and qualitative research to obtain the main factors affecting the formation of students' mathematics core literacy in junior middle school,and provide theoretical strategies for the cultivation of students' mathematics core literacy in junior middle school.The research methods used in this study are: literature analysis,factor analysis,questionnaire survey and experimental comparison.Specifically:Firstly,combined with literature,this paper analyzes the connotation,influencing factors and training strategies of mathematical abstract literacy in junior middle school.According to Piaget's cognitive development theory,Gagne's information processing theory and constructivism theory,this paper summarizes the formation and development law of junior middle school students' mathematical abstract literacy.Then,combined with the physical and mental development characteristics of junior middle school students and pedagogical theory,18 factors that may affect the formation of mathematical abstract literacy are extracted from six dimensions: parents,teachers and schools,students' self belief,learning strategies,learning motivation and abstract process.Specifically,it includes: Teachers' level and attitude,classroom discipline and school atmosphere,parents' attention,family cultural atmosphere,subjective attitude,mathematics anxiety,self-efficacy,mathematics persistence,attribution of success or failure,learning motivation,competitive learning,cooperative learning,memory methods,self-monitoring,observation and exploration,analogy assistance,comparative research,induction and summary.Secondly,the leaders,teachers and 391 students in Grade 9 of Yian t school in Qiqihar city were interviewed,tested and investigated by questionnaire.Then,it analyzes the results of individual interviews,ability tests and questionnaires,and summarizes the current situation of mathematical abstract literacy of ninth grade students in t school and the problems existing in teaching.The results show that the current situation of mathematics teaching in t school is: paying attention to the teaching of knowledge and ignoring the cultivation of literacy;Pay attention to the application of examination skills of knowledge and ignore the application of knowledge in open problem situations;Pay attention to the solution of mathematics problems,ignore students' mathematical experience and perception,as well as mathematical expression and emotional communication.Based on this,factor analysis is used to get the problems existing in the implementation of the new curriculum reform in t school,as well as the main factors affecting the formation of students' mathematical abstract literacy in junior middle school,including subjective attitude,self-efficacy,learning motivation,memory methods,analogy assistance,comparative research and self-monitoring.Finally,according to the above empirical research results,focusing on the core issue of how to cultivate students' mathematical abstract literacy in junior middle school,this paper gives relevant suggestions: first,enhance students' subjective initiative by guiding students to change their goal setting habits,giving students appropriate feedback,implementing heuristic teaching and setting hierarchical homework;Second,improve students' Self-monitoring Ability by teaching self-time monitoring,self goal monitoring and reflective monitoring methods;The third is to enhance students' understanding of memory methods by infiltrating classification,comparison,key points,images and associative memory methods,so that students can choose memory methods individually;Fourth,through guiding students' competitive learning and cooperative learning,so as to enhance the vitality and joint force of collective learning;Fifth,pay attention to the application of students' analogy and comparison means,clarify the relationship between mathematical knowledge,so as to establish a mathematical knowledge network and cultivate the habit of induction and summary.