| Reflection connects the past,present and future stages of students' learning process.Reflection in mathematics learning can help students deepen their understanding of mathematics learning content and promote the development of students' core literacy,which is an important content and means to implement the core literacy of mathematics subject and meet the practical needs of mathematics teaching.Cultivating high school students' ability to reflect on mathematics has great significance and role in students' mathematics learning and students' self-development,allowing students to grow through reflection and promoting students' learning to learn.The study adopts a combination of two research methods,quantitative research and qualitative research,and composes the existing research results on the connotation and basic characteristics of reflective learning in general and reflective learning in mathematics,the content and process of mathematical reflection,and the elements and cultivation strategies of reflective ability in mathematics through the literature research method,and identifies six dimensions for investigating the current situation of reflective mathematical reflection ability of high school students: reflective awareness,reflective habit,reflective perseverance,reflection content,reflection skills,and reflection guidance.Then,drawing on the relevant theories in education and psychology,the theoretical basis for the development of high school students' reflective ability in mathematics was established.The research questions are:(1)What are the remaining problems with the current state of high school students' reflective skills in mathematics? What are the influencing factors?(2)How to develop high school students' reflective skills in mathematics? The study also used questionnaires and interviews to investigate the problems in the current situation of high school students' reflective skills in mathematics,and found the following problems:(1)weak awareness of reflection and lack of action;(2)average habits of reflection and lack of initiative;(3)weak perseverance in reflection and lack of persistence;(4)lack of reflection skills and lack of method;(5)simple content of reflection and lack of profundity;(6)reflective guidance is broad and not specific enough.The reasons for these problems are manifold,the student side of the reasons are:(1)the lack of intrinsic motivation of students to reflect,resulting in a lack of reflective action;(2)students tend to passively reflect on mathematics,resulting in poor habits of active reflection;(3)students lack strong willpower,resulting in weak reflection perseverance(4)students do not reflect on the content is not clear,the use of reflection methods is not sufficient,resulting in reflection is not deep enough.The reasons on the teachers' side are:(1)teachers do not pay enough attention to students' reflection on mathematics learning;(2)teachers' teaching style affects students' reflection effect.Based on the above study,four strategies are proposed for developing students' reflective ability in mathematics in high school:(1)creating a reflective situation to improve students' motivation and strengthen their reflective consciousness;(2)setting up reflective links in teaching,providing students with opportunities to reflect and cultivating their reflective habits;(3)reflecting deeply on mistakes to exercise students' reflective perseverance;(4)teachers' demonstration and leadership,attaching importance to reflective guidance,and clarifying reflective content and methods of reflection.The fourth strategy specifically included: reflecting on mathematical knowledge to build a good knowledge structure;reflecting on problem solving activities to develop students' reflective thinking;and strengthening cooperative communication to allow students to reflect in groups.Finally,the study incorporates the proposed reflective strategies into the actual teaching of "zeros of functions and roots of equations" to illustrate their integration with actual teaching. |
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