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一、学生的基本学习情况本次参加测试的三年级共有485名学生,六年级共有512名学生,学生40%来自城乡结合部的农村家庭,学生属于外来务工子女占20%,还有一部分单亲家庭和留守儿童。学生流动大,家长文化素质整体水平不高,对子女要求不严,对学生的教育方法单一,因此,家庭教育较为薄弱,学生数学知识的获得主要通过学校教育。大部分学生通过近三年的数学学习,对一些基础的数学知识能扎实地掌握,计算能力、逻辑思维能力、空间想象能力比较强,能运用
First, the basic learning of students The third year to participate in the test a total of 485 students, a total of 512 students in the sixth grade, 40% of students from urban and rural areas with rural families, students belonging to migrant children accounted for 20%, there are some single parents Family and left-behind children. The large-scale student mobility, the poor overall educational level of parents, their strict demands on their children and the single education methods for their students make family education less viable. The acquisition of students’ mathematics knowledge is mainly through school education. Most of the students through the past three years of mathematics learning, some basic mathematical knowledge can be a solid grasp of computing power, logical thinking ability, spatial imagination is relatively strong, able to use