如何培养初中学生良好的数学学习习惯是学校、家长面临的重要问题。本文对初中学生数学学习习惯的现状、成因和改进策略进行了较深入的研究。 研究主要采用文献法、问卷调查法、访谈法，将数学学习习惯分为五类共15个维度，这五类数学学习习惯分别为：课前预习习惯、课堂听课习惯、课后作业习惯、复习习惯、自主学习习惯。设计调查问卷，调查271名初中学生的数学学习习惯。调查发现，学生在独立思考问题、适当记笔记和独立完成作业的习惯整体表现最好，而对课前预习、每天进行课后复习、检查作业的习惯普遍不够重视，需要进行改进。在学生成绩影响程度方面，独立思考、上课积极思考问题、认真听讲、独立完成作业和认真听同学发言习惯有可能对学生成绩产生较显著影响，教师在教学中可以针对这些方面进行培养，帮助学生养成良好的数学学习习惯。在此基础上，本研究将按成绩将学生分为A（学优生）、B（中偏上）、C（中偏下）、Ｄ（学困生）四类，研究每类学生的数学学习习惯特征，其中Ａ类学生学习习惯的共性可以给予教师培养学生数学学习习惯参考。教师可以根据每类学生学习习惯的不同和对学生成绩产生重要影响的习惯采取针对性教学策略进行培养。接着，对初中学生数学学习习惯的成因进行了研究。通过访谈以及教学实践，得出初中学生良好数学学习习惯的养成需要注意：第一，教师和学生重视并坚持；第二，教师要在课堂和课后采取针对性的措施，并及时巩固。进一步，提出了初中数学教学中这五类数学学习习惯的培养和改进策略。本研究希望能够进一步引起教师和学生对于数学学习习惯的重视，并给教师的实际教学提供一定的帮助和建议。

How to develop students’ math learning habits, and make it beneficial for students in long-term period, has become a important and challenging problem for almost all the mathematical teachers in China.In this study, the author designs the questionnaire survey for students, and prepares 15 questions in categories of preview, class behavior, review, and self-study. From the survey, we are able to obtain the general condition of students’ behavior in each category, and the potential reason for each habit. Based on the results above, Questionnaire design, survey 271 junior middle school students learning habits. The survey found that students in independent thinking, proper notes and individual work habits best overall performance, and to preview, review after class every day, custom inspection work is generally not enough attention needs to be improved. In terms of student performance impact, independent thinking, classes positive thinking, listen carefully to work independently and carefully listen to the students speaking habits may have a more significant impact on student achievement, teachers can be cultured on these aspects in teaching to help students develop good study habits mathematics.On this basis, the results of this study will be the students into A (excellent students), B (middle to upper), C (the lower side), D (learning difficulties) into four categories, each category of students study mathematics learning customary features, including class A common learning habits teacher can give students the mathematical study habits reference. Teachers can take specific teaching strategies are cultivated according to each type of student learning habits of different and significant impact on student achievement habits. Next, the causes of the students' maths learning habits were studied. Through interviews and teaching practice, junior high school students come to study mathematics good habits to note: First, the teachers and students to value and uphold; Second, teachers should take appropriate measures in the classroom and after school, and timely consolidated. Further, it is proposed to improve the culture and habits of five junior high school mathematics learning of mathematics teaching strategies. From the conclusion of this study, the author wish to provide a reference for the habit training procedure, and pay more teachers’ attention in developing students’ math mearning habits.