Investigation And Research On The Status Quo Of High School Students' Mathematics Reading Abilit

As one of the basic qualities that citizens should have in the digital age,mathematical reading ability is the prerequisite for students to obtain mathematical information,mobilize existing knowledge to acquire new content,develop new thinking,and solve new problems,and is an important basis for thinking and expression.Investigating the current situation of students' mathematical reading ability is of great practical significance for finding effective ways to cultivate students' mathematical reading ability.Based on the literature review of the research on the level and sub-ability division of mathematics reading ability,influencing factors and training strategies,it is determined that the research question is: How to reasonably and effectively evaluate the mathematics reading ability of current senior high school students(senior two students)? What are the characteristics of current senior two students' mathematics reading ability? What are the obstacles? What is the cause? How to improve senior high school students' mathematics reading ability.Referring to the construction ideas of existing evaluation frameworks at home and abroad,the evaluation framework of senior high school students' mathematical reading ability is constructed from four dimensions:reading recognition,understanding,reasoning and reflection.Based on this,the paper and questionnaire of mathematics reading ability of senior two students were compiled,and 320 senior two students from three demonstration high schools in Tianjin were investigated.287 valid papers and questionnaires were collected,and the data were processed by SPSS23.0 statistical analysis software.In addition,through interviews,we can find out teachers' and students' views on the current situation of mathematics reading and their opinions on improving the level of mathematics reading ability.According to the data of the questionnaire survey report,it can be seen that in terms of mathematics reading ability,senior two students mainly have the following characteristics:(1)The students' mathematics reading ability is generally at the middle and upper level,among which the development level of reading and understanding dimensions is good,while the ability of reasoning and reflection dimensions needs to be improved;(2)Students generally perform well in the dimension of recognition and reading,and character understanding is the breakthrough point of obstacles;The understanding dimension is superior,mainly because the key information is not accurately captured;Inference level is inferior,mainly because the decomposition problem is not careful enough;The reflection dimension fluctuates slightly,mainly because the deep reflection is not comprehensive enough;(3)Students' understanding and motivation of mathematics reading are relatively good,but their reading interests,habits and strategies are slightly insufficient;Students' self-monitoring and evaluation of mathematics reading is higher than their display ability,which needs to be comprehensively evaluated with the written ability test results;(4)The results of interviews between teachers and students on the causes of dyslexia are summarized as follows: First,the basic knowledge is not solid enough,the transfer comprehension method is a little simple,and the reading ideas are easily interfered by irrelevant conditions;Second,reading attitude needs to be corrected and reading persistence needs to be improved;Third,the understanding of mathematical characters is not thorough,and the awareness of using auxiliary tools is not enough;(5)The current situation of senior two students' mathematical reading ability is closely and positively correlated with the test scores,the understanding of mathematical reading ability is significantly correlated with the reasoning dimension,and the reasoning dimension,reading strategy dimension,reading self-monitoring dimension and reflection dimension are significantly correlated;(6)Students with different academic achievements in mathematics have no significant differences in recognition and understanding of mathematics reading ability,but significant differences in reasoning and reflection;There is no significant difference in mathematics reading ability between students of different genders.Based on this result,suggestions for the cultivation of mathematical reading ability of high school students are proposed:(1)starting from reading mathematics textbooks,grasping the combination of "introduction" and "learning" at the right time;(2)paying attention to implicit information extraction and strengthening reasonable schema conversion;(3)strengthening mathematical reading beliefs and fine mathematical reading requirements;(4)training mathematical sentence analysis,and paying attention to the use of mind maps.