Investigation On The Current Situation And Training Strategies Of Mathematical Symbol Consciousness Of Junior Middle School Students In Lhasa ——Taking Grade 8 As An Example

Mathematics is not only a science,a culture,but also a universal language in the world.With the more and more rapid development of society and science and technology,mathematics is playing a more and more important role in production and life.Mathematical symbols are an important part of mathematics and lay the foundation for the abstraction of mathematical symbols,so mathematical symbols also have an important position.Mathematical symbol consciousness is an abstract concept in mathematics education.The connotation of mathematical symbol consciousness is explained in the new curriculum standard.Symbolic consciousness is one of the ten core qualities of mathematics,so the cultivation of symbolic consciousness occupies a very important position in mathematics learning.The evaluation and testing of symbol consciousness is a crucial task to cultivate students' symbol consciousness.After reading the relevant literature,it is found that authoritative people have published the core journal on the evaluation framework of symbol consciousness.Before investigating the current situation of symbol consciousness of junior middle school students in Lhasa,we need to consult a large number of relevant literature,fully understand the theoretical knowledge and the existing research results of predecessors,and then carry out investigation and research in full combination with the actual situation of junior middle school students in Lhasa and the specific situation of teaching.This study uses the methods of literature analysis,questionnaire and interview,and divides the mathematical symbol consciousness into four dimensions according to the pore evaluation framework of mathematical symbol consciousness and its corresponding evaluation index system,which are the perception,operation,reasoning and expression of mathematical symbols,and analyzes the development status of students in these four dimensions according to the collected data.The purpose of issuing the questionnaire is to understand the current situation of students' non intellectual factors about symbol consciousness.It is mainly analyzed from three dimensions: Students' emotional attitude towards learning mathematical symbols,learning methods and habits,and teachers' teaching mode.The main purpose of this study is to analyze the problems existing in the current symbol teaching and learning according to the survey results,and put forward corresponding training strategies to promote teachers' teaching and students' learning,so as to improve students' symbol consciousness.This study selects some eighth grade students in Lhasa as the research object.Through sorting and analyzing the collected effective test papers,questionnaire data and interviews,the following conclusions are obtained.First,the development of junior middle school students' mathematical symbol consciousness is generally at a medium level.The development level of symbol consciousness decreases with the increase of dimension,from high to low:perception,operation,reasoning and expression of mathematical symbols.Second,junior middle school students still have some problems in all dimensions of symbol consciousness.In terms of symbol perception,students do not have an in-depth and comprehensive understanding of the meaning of symbols,and their perception of symbols is relatively single,so they can not perceive symbols flexibly and diverse;When using symbols for operation,the operation process is not standardized,and the operation results cannot be processed in a concise way;Poor performance in the use of symbolic reasoning and the logic of symbolic reasoning;Multiple symbols cannot be flexibly selected for expression,and the expressed results are inaccurate.Third,after using the t-test in SPSS to analyze the gender differences of symbolic consciousness,it is concluded that there are no gender differences in the overall students,and then the gender differences in each dimension are analyzed,and it is found that there are no gender differences in the four dimensions.Finally,according to the actual situation of students' learning and teachers' teaching,this paper puts forward the corresponding training strategies from three dimensions: promoting students' comprehensive understanding of symbols,stimulating students' interest in learning symbols and enhancing students' ability to use symbols.