Research On The Adaptability Of Mathematics Learning For First-year Junior High School Student

Nine-year compulsory education is divided into two stages,primary school,junior high school two stages.Primary school mathematics content is less,the learning progress is slow,the teacher’s mathematics teaching mostly starts from the image of things,mathematical knowledge can be formed by repeated practice.In junior high school,mathematics learning began to change from number to formula,from concrete to abstract,and from correct answer to logical reasoning.With the introduction of mathematical symbol language,the rigorous thinking and efficiency requirements are higher,and the quality and quantity of knowledge can be said to have changed.This cross-stage learning leads to many students being unable to adapt to junior middle school math learning.And some maladaptable students have acquired helplessness,deny their own learning ability,is not conducive to physical and mental health,but also affect the study of other subjects.In short,adaptive difficulties can cause behavior deviation in psychology,behavior,emotion,self-consciousness and other aspects.It is of great significance to teachers ’education and students’ development to explore the factors affecting junior high school students’ unsuitable for mathematics learning and give guiding teaching suggestions for these reasons.This paper will take the students of Sichuan Science City No.1 Middle School as an example to study this problem.This article first consulted relevant materials and cases,summarizes some common reasons affecting the adaptability of junior high school mathematics learning.Then design interviews,summarize some factors affecting students ’mathematics learning adaptability through inquiry and discussion,then investigate and analyze the questionnaires,extract the main factors of students’ mathematical adaptation through the data,and analyze the factors affecting students’ adaptability.The following conclusions were drawn after the investigation:About two-thirds of the students to adapt well,the rest of the junior one students have different degrees of mathematics learning adaptability problems,among which 2.3% of the students to adapt to the difficulties.Mainly reflected in the feeling of learning mathematics is not easy,understand in class,do not do problems,a little flexible problem thinking difficulties,abstract thinking difficulties,calculation is easy to make mistakes and so on(2)Mathematics learning does not adapt to the main reasons for the lack of initiative in learning mathematics,learning mentality is not transformed,easy to be frustrated and low self-esteem,lack of learning methods,learning stays in the shallow layer,lack of deep digestion and absorption.(3)Other reasons why mathematics learning does not adapt are the lack of vitality of mathematics classroom,the single teaching method,the amount of students ’thinking is not enough,the main status of students in the classroom is not obvious,the students’ potential development is not enough,the family atmosphere and so on.Finally,according to the conclusions drawn in the previous part,suggestions and strategies are put forward from the aspects of students and teachers.To improve students’ adaptability,suggestions are made from the following aspects:Stimulate students ’learning motivation to improve students’ autonomy and enthusiasm;Pay attention to cultivating students’ learning habits,strengthen the deep sorting and absorption of knowledge;Cultivate students’ resistance to frustration,help students to establish high self-esteem and confidence,establish a good network;Adopt a variety of learning methods: group cooperative learning,independent inquiry learning,multiple teaching method learning,etc...