Investigation And Cultivation Of Mathematics Independent Learning Ability Of Eighth Grade Students

Self-learning ability is an important part of ability,mathematics self-learning ability is to give independent learning ability to the subject attribute,and the high abstraction,logical rigor,and wide application of mathematics determine the particularity of mathematics.Mathematics self-learning ability refers to the ability of learners to independently stimulate the motivation of mathematics learning,self-select mathematics learning content,independently formulate mathematics learning plans,manage mathematics learning time,prepare for learning,conduct appropriate self-monitoring,self-feedback and self-regulation of mathematics learning methods and learning processes according to the actual situation,conduct self-examination,self-summary,self-evaluation and self-remedy of mathematics learning results,and actively choose or create material and social conditions conducive to learning.This study investigates the current situation of mathematics independent learning ability of grade 8 students,and on this basis,the integration of macro strategy and micro strategy for targeted classroom training has important theoretical and practical significance for improving students’ mathematical independent learning ability.Based on the existing relevant literature and theoretical basis,this study used literature analysis method,questionnaire survey method,interview method and other research methods,defined the concept of mathematics independent learning ability,determined the dimension and specific content of the questionnaire "Survey on the Status Quo of Mathematics Independent Learning Ability of Eighth Grade Students",formulated scoring standards,and conducted a questionnaire survey on 204 students in the eighth grade of a school directly under the jurisdiction of Nanning,and selected six students at different levels and three teachers with different professional titles to conduct questionnaire supplementary interviews.Experimental classes and control classes are set up for classroom training,and finally teaching suggestions are put forward according to the training results.Through questionnaires,interviews,and classroom training,the main conclusions of this study are:(1)The overall self-learning ability of mathematics students of grade 8 students is at the upper middle level,followed by the intermediate level,and only a small number of students are at the low level and high level.(2)There were no significant gender differences in the independent learning ability of mathematics in the seven dimensions and questionnaires of grade 8 students.In terms of the comparison of the average values of men and women,the average value of mathematics learning content and mathematics learning method of boys in grade 8 is higher than that of female students,and the mean value of mathematics learning motivation,mathematics learning time,mathematics learning process,mathematics learning results,and mathematics learning environment is lower than that of female students.(3)In the three dimensions of mathematics learning process,mathematics learning results and mathematics learning environment,there were significant differences between students’ mathematical independent learning ability and mathematics academic performance in the low and middle groups,as well as between the low and high groups,but there was no statistical difference between the mathematical independent learning ability and mathematics academic performance of students in the middle and high groups,in addition,Multiple comparisons of the remaining four dimensions and the questionnaire as a whole showed a significant difference between the eighth grade students’ independent learning ability in mathematics and their academic performance in mathematics.(4)Compared with excellent students,middle school students and poor students have lower self-efficacy.(5)The cultivation of students’ independent learning ability not only requires teachers to implement classroom training and students’ extracurricular learning,but also requires parents to set an example and correctly guide students.(6)The training of the use of macro strategies and micro strategies has a positive effect on the improvement of students’ independent learning ability in mathematics,and can improve their mathematical learning performance.