Discussion Of The Differential Comparison And Cultivation Methods Of Extracurricular Autonomous Learning Ability Of Senior Three Students

Autonomous learning is a sustainable ability that can be of great significance to students’ lifelong learning and lifelong development.With the implementation of the new curriculum reform,cultivating students’ autonomous learning ability is a requirement of the "Mathematics Curriculum Standards" and a basic requirement of modern society.The theoretical research of autonomous learning has a long history of development,and has made remarkable achievements abroad.It has been applied in domestic teaching practice this year,but its implementation scope is not wide.Senior middle school students,especially third-year high school students,mainly focus on classroom teaching,supplemented by extracurricular independent learning.The implementation of the new curriculum reform promotes the long-term development of autonomous learning,but there are still shortcomings in the cultivation of the ability of third-year mathematics students to learn independently.The first chapter of this article is the introduction.This part focuses on the status of mathematics teaching and extends to the importance of independent learning in mathematics."Mathematics Curriculum Standards" requires students to be the main body of teaching activities and should actively cultivate students’ autonomous learning ability.At the same time,it clarifies the lack of cognition of students’ extracurricular independent learning ability,and puts forward the research method of this article.Combining the research results of previous generations,it has connected and scientifically analyzed the differences in the independent learning of mathematics and the training strategies and methods of the third-year students in the sampled schools,and present the limitations of the research.The second chapter of this article defines the relevant concepts by consulting the literature,and conducts research and generalization of the research on independent learning at home and abroad.A more comprehensive understanding of the research history,research methods and research results of relevant aspects at home and abroad,and summarizes the research of theoretical basis.The third chapter clarifies the research methods used in this article,consults the literature compilation "Personal Situation Survey Scale" and "SeniorGrade Mathematics Extracurricular Autonomous Learning Questionnaire",and uses SPSS 22.0 software to analyze the differences in the autonomy of third-year students in liberal arts and sciences.This study analyzes the differences in students’ gender,liberal arts and science division,pre-class preparation,after-class review,and the length and method of autonomous learning.The reasons for the differences,combined with the theoretical research of autonomous learning,analyze the improvement of the ability of autonomous learning outside class.The main conclusions are as follows:1.The overall level of third-year students’ self-directed learning in mathematics is relatively low.Autonomous learning outside of mathematics is greatly influenced by personal factors,teacher factors and external factors.At the overall level,different individuals have great differences in autonomy of outside learning of mathematics;2.There is no significant difference in the ability of independent learning outside of mathematics for grade three boys in science,girls in science,boys in liberal arts,and girls in liberal arts,but the average difference is significant at the 0.05 level;3.On the overall level,girls have a stronger degree of extracurricular independent study of mathematics than boys;students in science classes have a higher degree of extracurricular independent study of mathematics than students in liberal arts;4.In the third grade,the students with the deeper self-knowledge,the higher degree of extracurricular independent learning,the more affected by the teacher’s positive attitude,and the more suitable school schedules and the positive attitude of the parents,have stronger degree of independent learning outside of mathematics and the deeper learning degree;5.This article analyzes the influencing factors that affect the differences in extracurricular independent learning among senior third-grade students,and mainly categorizes them into self factors,teacher factors and external factors;6.This article summarizes and researches the time meaning and theoretical significance,summarizes the innovative points of the research,and analyzes the limitations and deficiencies of the research.