我国普通高中文理分科由来已久，文科学生作为一个重要的群体存在，这一群体在数学学习方面有其鲜明的特点。第一，文科学生和理科学生未来的发展方向不同，文科学生从事人文社会科学类的学习和研究，理科学生主要学习自然科学、应用科学和数理逻辑等等，所以文理科学生对自身的数学发展需求是不同的；第二，高考要求方面，对待文科学生和理科学生的要求也是不同的；第三，文理科学生在数学学习过程中所反映出来的心理特点也存在一定的差异。本文从高三学生学习数学的心理差异入手，试图寻找制约文科生数学学习能力提高的心理因素，进而探究文科生提高数学能力的途径和方法，这既是实现我国素质教育目标的需要，也是教学实际的需要。笔者将北京四中的高三文科学生作为研究对象，根据实践经验和前人研究成果，选取出了几项对高三文科学生的数学学习影响较大的心理因素进行了深入细致的研究，内容包括非智力因素：数学学习兴趣、数学学习动机、数学学习的意志、数学学习的习惯和对数学的情感五个方面；以及数学认知因素：数学感知、数学记忆力、数学认知结构和数学思维四个方面。经过对同年级同时期同层次的文理科学生共75名学生的调查问卷和访谈，分析他们之间的典型差异。深入研究 这些差异，教师才能够在教学中因材施教，激发出学生的数学能力。本文总结了高三总复习阶段在文科数学教学中的教学策略的制定以及教学策略的实施。有了教学策略的指导，才能在高三总复习阶段做好文科的数学教学工作，帮助学生圆满完成高中的数学学习，为学生的后续发展和社会的需要提供保障。

It has been long time to separate the arts and science students in secondary education. As an important part of education, liberal arts students has their distinctive features. First, liberal arts students and science students have different future directions of development, liberal arts students pursue studies and researches in the humanities and social sciences. Science students mainly study the major natural science, applied science and mathematical logic, etc., so the their attitude and needs toward to mathematics are different;Second, according to the requirements of college entrance examination, student liberal arts and science students are treated different; Third, arts and science students in mathematics learning process reflected the psychological characteristics, which are of big differences. Base on these psychological differences between students who start learn mathematics in high school, this paper is trying to find the psychological constraints factors of arts students when they try to improve mathematical ability and score. Thus improve liberal arts students’ mathematical ability and methodology. It’s not only achieve the goal of education, but also meet the teaching needs.I consider liberal arts students of three years in Beijing high school No.4 as research subjects. Based on practical experience and previous research, I selected some factors that have more influence on the third year mathematics learning for researching. It includes five non-intelligence factors for learning mathematics, for example, interest, motivation, will, habits and emotional. And four aspects of mathematics and mathematical cognitive factors: perception of mathematics, mathematics memory, cognitive structure of mathematics and mathematical thinking. Through taking questionnaires and interviews with 75 student of the same grade in a period of time, I have analyzed and figured out the typical differences between them.According to these differences, the teacher is able to individualized teaching methodology, and stimulate students' mathematics improvement. This article summarizes the developing process and implementation of teaching strategies of high school liberal arts students teaching. With the guidance of teaching strategies, I am not only do a good job in overall review stage in the third year of mathematics teaching but also help students successfully completed high school mathematics learning. Thus provide liberal arts students with knowledge and capability for the subsequent development needs in the future.