Mathematics is the most basic subject of natural science, and it is also an essential basic subject of primary and secondary education. It plays a special role in developing students' intelligence and ability, especially in cultivating people's thinking, which can't be replaced by any other discipline. The purpose of our research on middle school students' psychological obstacles in mathematics learning and its elimination is: (1) to facilitate a comprehensive and systematic review and reflection on mathematics teaching activities, so as to sum up experience, find problems, carry forward achievements and correct mistakes; (2) Grasp the psychological state of middle school students in learning mathematics, strengthen the pertinence of teaching activities and improve the quality and efficiency of mathematics teaching; (3) Try to explore the factors that affect the quality of mathematics teaching and related problems that are contrary to quality education, so that the value of mathematics can be fully displayed and effectively played in the process of education, and better serve the implementation of the strategy of "rejuvenating the country through science and education" and the modernization drive. 1. What are the psychological obstacles in middle school students' mathematics learning? The psychological obstacle in middle school students' mathematics learning refers to a psychological state that affects, restricts and hinders middle school students from actively and persistently learning mathematics knowledge, cultivating creative thinking, developing intelligence and cultivating mathematics self-study ability and habits, that is, a negative psychological phenomenon caused by "confusion", "misinterpretation" or "misunderstanding" in the process of mathematics learning. Its main performance is: 1. In the teaching of dependent psychological mathematics, students generally have the dependence on teachers and lack the initiative and creative spirit of learning. First, I hope the teacher will summarize the math problems and tell them one by one, highlighting the key points, difficulties and keys; Second, I hope the teacher will provide detailed problem-solving demonstrations and get used to imitating hard sets step by step. In fact, most of our math teachers are also happy to do so. They do not arrange for students to preview textbooks before class, do not require students to read textbooks in class, and do not arrange for students to review textbooks after class. They are used to a blackboard, an example and several exercises. In the long run, students' research spirit is suppressed, their creative potential is stifled, and their learning enthusiasm and initiative are gradually lost. In this case, it is impossible for students to have a "peak learning experience"-a high level of learning motivation, and it is impossible to "experience and feel their own wisdom and experience the fun of creation" in learning. 2. Impatience, quick success, and scribbling lead to mistakes in solving problems. First, I didn't understand the meaning of the question, read and examine the question carefully, and didn't understand which conditions are known, which are unknown, which are direct conditions, which are indirect conditions, and which questions need to be answered. Second, we don't choose conditions, don't compare the materials needed to screen the problem, are eager to guess the solution, and blindly try to solve the problem; Third, blinded by the illusion of topic setting, it failed to adopt multi-level abstraction, generalization, judgment and accurate logical reasoning; The fourth is to ignore the overall thinking, review and reflection after solving the mathematical problem, including "is the solution of this mathematical problem correct?" Is it the best? Is it possible to find another plan? What is the uniqueness of this scheme? Whether it can promote and realize intelligent migration, etc. " 3. Stereotype psychology Stereotype psychology is the mindset of people to analyze and think about problems. In the long-term mathematics teaching process, under the influence of teachers' habitual teaching procedures, students have formed a relatively stable thinking format and the inertia of habitual thinking and solving mathematical problems. Although the thinking format and inertia of solving mathematical problems are the accumulation of mathematical knowledge and the convergence of experience and skills in solving mathematical problems, it is beneficial for students to think about mathematical problems according to certain procedures and get the final answer of similar mathematical problems smoothly, on the other hand, the deepening of thinking patterns and habitual growth have brought many negative effects, which have made students' thinking develop into fixed patterns, slowed down the improvement of problem-solving ability and failed to improve their ability to analyze and solve problems. 4. It is a long-standing problem in the process of mathematics teaching to emphasize the conclusion and mathematical conclusion while ignoring the mathematical process. As far as students are concerned, the communication between students is only about answers and scores, and few students deeply discuss the process of mathematical problems and creatively study the methods of solving problems. As for thinking variants and problem variants, it is more difficult to see and involve. As far as teachers are concerned, they also intentionally or unintentionally ignore the process of solving mathematical problems, the process of forming conclusions and the exploration of problem-solving methods. Generally speaking, the evaluation of students only looks at the "conclusion" score, and rarely considers the "mathematical process". As far as parents are concerned, they pay more attention to conclusions and scores and never ask about the "process". These practices of teachers and parents undoubtedly encourage middle school students to pay attention to conclusions in mathematics learning. As a result, students don't know the ins and outs of definitions, formulas, theorems and rules, can't understand mathematical problems in essence, can't form correct concepts, and can't deeply understand conclusions, which leads to the failure to enlighten their wisdom, train and cultivate their thinking methods and habits, and can't improve their ability of observation, analysis and synthesis. In addition, there are inferiority complex, self-forgiveness, confusion, weariness of learning, closed psychology and so on. These psychological obstacles affect, restrict and hinder the enthusiasm and initiative of middle school students in learning mathematics to varying degrees, which reduces the benefit of mathematics teaching and fails to improve the teaching quality. The reasons for middle school students' psychological obstacles in mathematics learning are complicated, including teachers, parents and society, as well as middle school students' own factors. Specifically, there are some influencing factors: ① the influence of the "exam-oriented education" climate, the one-sided pursuit of enrollment rate and sea tactics make teachers and students busy; ② Lack of scientific and comprehensive understanding of quality education; ③ The evaluation system and standards of education quality need to be further improved; ④ The value of mathematics is not really recognized by teachers and students; ⑤ The teaching method is monotonous and lacks pertinence, interest and flexibility; ⑥ Lack of instruction in learning methods, and students' learning methods are wrong; Wait a minute. The author thinks that we must change the teaching concept, move from "exam-oriented education" to quality education, adhere to "four-fold, three-way and eight-guidance", grasp students' psychological state, arouse their enthusiasm and creativity in learning mathematics, and make students truly realize and appreciate the endless fun of learning mathematics, so as to love learning, enjoy learning, and be eager to learn. (A) "quadruple", that is, focusing on practice, focusing on process and focusing on methods. 1. Emphasize the foundation, that is, teachers should carefully study the syllabus and teaching materials, extract knowledge points in strict accordance with the syllabus, highlight key points and difficulties, and let students know the knowledge structure system of teaching content and their respective positions and functions in the structure system. 2. Pay attention to reality, that is, teachers should conduct in-depth investigation and study to understand students' reality, including students' study, life, family environment, hobbies, strengths, learning strategies and levels. Second, it means that the content of mathematics teaching should be as close as possible to the reality of production and life; Third, we should strengthen practice and let students experience the practical value of mathematics in the process of theoretical study. 3. Emphasizing the process to reveal the mathematical process is not only the requirement of the mathematical discipline system, but also the requirement of human understanding of the law, and it is also the need to cultivate students' ability. In a sense, it is more important for students to use mathematical process to learn methods and train skills than to master knowledge itself. One is to reveal the process of raising or generating mathematical problems; The second is to reveal the connection, connection and difference between old and new knowledge; The third is to reveal the thinking process and thinking method of solving problems; Fourth, we should sum up the ideas, methods and laws of solving problems. In short, on the basis of inspiration and induction, we should reveal the thinking process of acquiring mathematical knowledge through students' own activities, so as to develop students' ability. 4. Emphasis on methods "Mathematical methods are the general name of specific ways, means and ways to solve mathematical problems in mathematical activities." The so-called emphasis on methods, one is to pay attention to the research of teaching methods. It is necessary not only to help students accept understanding, but also to do everything instead, so that students can fully master mathematical knowledge, mathematical processes and problem-solving methods with their brains, words and hands; Second, we should attach importance to the guidance of learning methods, that is, to the teaching of mathematical methods. The guidance of mathematics learning methods is extensive and rich in content, including guiding students to read mathematics textbooks, examining questions and answering questions, summarizing knowledge system, conducting self-examination and self-evaluation, reviewing and reflecting on the process of solving problems, and training mathematics knowledge system and skills. (2) "three", that is, mental awareness, emotional awareness and human awareness. Teachers should be able to truly think about what students think, what students suspect, what students are difficult, what students are wrong, what students have forgotten, what students know and what students like, lead students to roam freely in the ocean of knowledge with superb educational skills and wit, guide students' thinking with their own thoughts, enlighten students' wisdom with their own wisdom, stimulate students' emotions with their own emotions, and adjust students' emotions with their own will. Classroom has entered a compatible and subtle world, and teaching has become a pleasant, creative and exciting "spiritual liberation" movement. (3) "Eight Guidance", that is, subject value guidance, love guidance, interest guidance, goal guidance, competition guidance, environment guidance, example guidance and method guidance. 1. Subject value guidance is to let students understand the subject value of mathematics and why they should learn mathematics knowledge. First, let students know the long history of mathematics; The second is to let students understand the relationship between mathematics and various disciplines, especially its position and role in natural science; Third, let students understand the position and role of mathematics in industrial and agricultural production, modernization and modern science and technology; Fourth, let students understand the relationship between current mathematics learning and further learning and ability growth in the future, so as to enhance their consciousness of overcoming psychological obstacles in mathematics learning and actively participate in learning. 2. Love guides students to care, love, understand and respect them, and helps them overcome their learning difficulties. Especially for students with poor math scores, teachers should take the initiative to care for them, consult their opinions, try their best to let them experience the fun of learning math and offer them sincere love. 3. interest guidance first of all, the question is interesting. The problem is difficult, but it is not unattainable. It can be overcome through hard work, but it is not easy. You can create conditions to find ways to solve problems, but it will not happen overnight. The second is the excitement. Combine teaching content with students' reality, create vivid, intuitive and typical scenes, and stimulate students' interest in learning. In addition, there are language excitement, variant excitement, novelty excitement, migration excitement, activity excitement and so on. 4. Goal-oriented mathematics teachers should have a teaching goal system, including class goals, group goals, top students' goals and underachievers' goals, which are oriented to all students, so that top students, middle students and underachievers have forward goals and the direction of their efforts. Its goal should be long-term and short-term, overall and phased, realistic and advanced. For individual students, especially underachievers and top students, efforts should be made to make them clear their goals and cheer them up through "hints" and "individual conversations". 5. Environmental guidance strengthens the construction of school spirit, class spirit and study style, and optimizes the learning environment; Carry out "One Help One" and "Mutual Learning" activities; Strengthen home visits, always keep in touch with parents, solicit their opinions and demands, and let students have a good learning environment of "caring, helping, understanding and encouraging". 6. Example Guidance Mathematics teachers should guide students to set their own examples. First of all, they should properly introduce famous mathematicians at home and abroad in their teaching and guide students to learn from them. Second, we should guide students to learn from classmates who study hard in the class and give full play to the "close effect" of role models; Third, teachers set an example and educate people by themselves. 7. Competition guides all kinds of competition activities, establishes competition mechanism, and guides students to consciously resist and eliminate unhealthy psychological factors, so as to be more advanced than learning, catching up and helping others. 8. Method Guidance In the teaching of mathematical knowledge and ability training, we should give guidance on mathematical thinking methods, learning methods and problem-solving methods. In a word, there are many psychological obstacles in middle school students' mathematics learning, whose negative effects are obvious and their causes are complicated. Accordingly, the methods to guide middle school students to overcome psychological barriers should be diverse, and there is no fixed model. We math teachers should constantly strengthen the study of educational theory, timely and accurately grasp the students' thinking conditions, improve teaching methods, guide students to consciously eliminate psychological obstacles in math learning, make them truly masters of learning mathematics, and let quality education bloom brilliant flowers and bear fruitful fruits in this garden of math teaching.