反思能力是一项高级的抽象思维能力，是学生学习能力的重要组成部分。数学学习对学生的抽象思维能力有着很高的要求。日常生活中积累的直观经验在数学学习中发挥的辅助作用有限，而通过对数学规律的探索以及对探索数学规律过程中的内在意识活动进行观察与调整，将有助于提升抽象思维能力。因此，探讨数学解题反思能力的培养策略，有着重要的价值与意义。海淀北部新区实验学校是位于海淀北部的一所初中校，由于缺乏良好的学习氛围，学生学习任务较为繁重，再加上中学学生畏难情绪较为明显。导致该校的数学教学中同样存在反思性教学不足，学生解题能力弱的问题。本文针对这些情况，运用调查、测试、访谈等方法，对学生进行调查问卷和测试，获得研究数据。同时，访谈样本学生和相应的数学教师，了解师生对“解题反思”的认识、做法和建议。

通过实地调查，发现案例学校的学生，普遍存在反思意识不足，反思策略不科学的问题。导致这些问题的原因主要有以下三种：其一是态度因素，即缺乏反思意识，缺少作为教学主体的自我认知；其二是方法因素，即缺少数学解题的逻辑能力，反思策略不科学；其三是习惯因素，表现为马虎、大意，并且不能加以反思，吸取教训，没有形成反思学习习惯。其四是知识因素，即缺乏解题能力，在学习过程中没有记住老师所讲的内容。通过问卷调查，发现数学解题反思能力在一定程度上会受到性别和年龄等客观因素的影响，但更值得注意的是个体的成绩、练习量以及错题纠误。在调查中发现，学生的作业完成度与反思能力总分的相关系数为0.3068。这提示题海战术在一定程度上有助于培养反思能力，但效果不理想。学生的重复犯错次数与反思能力总分的相关系数为-0.6349，这提示重复犯错次数越低反思能力越强，学生反思能力的培养应着重于错题纠正、反思习惯养成等方面。针对解题反思能力的不足，提出三项培养策略。一是错题纠误，是指引导学生对常见错误类型进行深入的分析与探讨，通过学生之间的对策辨析与协商交流，强化学生对该类型错误的印象。二是反例对照，是引导学生对解题思路进行梳理，基于错解案例，反向推导、整理自己数学思维模式的缺漏与不足。三是反思习惯养成，去通过创造反思环境和条件，通过任务学习法等方法帮助学生形成反思意识与习惯。本研究注重教学实践过程的研究与探索，希望通过提高学生的解题反思能力进而提高学生的学科素养和数学思维品质。

Reflective ability is a kind of advanced abstract thinking ability, which is an important part of students' learning ability. Mathematics learning has high requirements for students' abstract thinking ability. The intuitive experience accumulated in daily life plays a limited auxiliary role in mathematics learning. However, the exploration of mathematical laws and the observation and adjustment of internal consciousness activities in the process of exploring mathematical laws will help to improve the ability of abstract thinking. Therefore, it is of great value and significance to explore the cultivation strategy of mathematical problem-solving reflection ability. Haidian North New Area experimental school is a junior high school located in the north of Haidian. Due to the lack of a good learning atmosphere, the students' learning tasks are heavy, and the middle school students' fear of difficulties is obvious. As a result, the school's mathematics teaching is also lack of reflective teaching and students' problem-solving ability is weak. In view of these situations, this paper uses survey, test, interview and other methods to conduct questionnaire and test on students to obtain research data. At the same time, interview sample students and corresponding mathematics teachers to understand teachers and students' understanding, practice and suggestions on "problem solving reflection".

Through on-the-spot investigation, it is found that the students in the case school are generally lack of reflection consciousness and unscientific reflection strategies. There are three main reasons for these problems: one is attitude, that is, the lack of self-awareness as the teaching subject; the second is the method factor, that is, the lack of logical ability to solve mathematical problems and unscientific reflection strategy; the third is the habit factor, which shows carelessness and carelessness, and can't reflect and learn lessons, and does not form reflective learning habit. The fourth is the knowledge factor, that is, the lack of problem-solving ability, in the learning process did not remember what the teacher said. Through the questionnaire survey, it is found that the reflective ability of mathematics problem-solving will be affected by objective factors such as gender and age to a certain extent, but more attention should be paid to the individual's performance, amount of practice and error correction. In the survey, it is found that the correlation coefficient between students' homework completion and the total score of reflective ability is 0.3068. This suggests that the sea test tactics can help to cultivate the ability of reflection to a certain extent, but the effect is not ideal. The correlation coefficient between the number of repeated mistakes and the total score of reflection ability is -0.6349, which indicates that the lower the number of repeated mistakes, the stronger the ability to be bored. The cultivation of students' reflective ability should focus on the correction of wrong questions and the cultivation of reflective habits. In view of the lack of problem-solving and reflection ability, three training strategies are put forward. One is error correction, which refers to guiding students to conduct in-depth analysis and Discussion on common types of errors, and to strengthen students' impression of this type of errors through countermeasures discrimination and negotiation and communication among students. The second is the contrast of counter examples, which is to guide students to sort out the thinking of solving problems, and to deduce and sort out the defects and deficiencies of their own mathematical thinking mode based on the wrong cases. The third is to cultivate the habit of reflection, to help students form the consciousness and habit of reflection by creating the environment and conditions of reflection, and through the method of task-based learning. This study focuses on the research and exploration of teaching practice, hoping to improve students' subject quality and mathematical thinking quality by improving students' problem-solving and reflection ability.