中学生数感的发展研究

发布时间：2018-04-11 03:09

本文选题：数感 + 优生　；参考：《南京师范大学》2015年硕士论文

【摘要】：数感问题近几年越来越受到重视,已成为国内外教育者研究的热门话题。有研究表明：在小学阶段,数感水平随着年级的升高而提高。但针对初中生数感水平的研究却较少。本研究以嘉兴市某中学的学生为被试,编制数感量表,运用方差分析、相关分析、两两比较等统计方式,进行中学生数感的发展研究。本研究从五个维度对数感进行研究,这五个维度分别是：1.理解数的意义与大小；2.数的表示；3.运算的认识与熟练(理解运算的意义、作用和等价的表达方式)；4.估算(灵活计算和选择合适的估算策略)；5.利用合适的基准量解决问题。主要的研究结果如下：1.从整体上看,初中生的数感发展水平随着年级升高而逐渐提高。三个年级在数感发展水平.上呈显著性差异,且两两之间存在显著性差异。2.三个年级在第一维度无显著差异,在第二至第五维度有显著差异。在第二维度7,9年级均值接近,稍高于8年级学生。在第三、四、五维度方面随着年级的升高而逐渐增长。3.8,9年级优生与差生的数感水平分别高于7年级优生与差生的数感水平,且7年级优生和差生的数感水平远低于总平均水平。数感水平均随着优生和差生所处的年级升高呈现上升趋势。优生的数学成绩与数感测试成绩之问呈显著相关。差生的数学成绩与数感测试成绩之间不呈显著相关。三个年级优生与差生总的数感水平均呈显著性差异。4.从整体上讲,优生的数感水平明显高于差生的数感水平。优生与差生在数感五个维度上均存在显著性差异。5.在优生与差生中,随着年级的升高数感水平均呈现递增的趋势。6.各年级优生数感水平都明显高于差生数感水平。7.7年级优生与差生在数感第一、二、三维度上均呈显著性差异,在第四、五维度上无显著性差异。8年级优生与差生在数感第二、三维度上均呈显著性差异,在第一、四、五维度上无显著性差异。9年级优生与差生在数感五个维度上均呈显著性差异。
[Abstract]:More and more attention has been paid to the problem of digital sense in recent years, which has become a hot topic for educators at home and abroad.Some studies have shown that, in primary school, the level of number sense increases with the increase of grade.But the number sense level of junior high school students is less studied.This study took the students of a middle school in Jiaxing as the subjects, compiled the number sense scale, used variance analysis, correlation analysis, pairwise comparison and other statistical methods to study the development of middle school students' number sense.This study is based on the logarithmic perception of five dimensions, which are respectively: 1. 1.Understand the meaning and size of numbers.The representation of a number is 3.Understand the meaning, function and equivalent expression of operation.Estimate (flexible calculation and selection of appropriate estimation strategy).Use the appropriate baseline to solve the problem.The main findings are as follows: 1: 1.On the whole, the development level of junior high school students' number sense increases with the grade.Three grades in the development level of the sense of number.There was a significant difference between the two groups, and there was a significant difference between the two. 2.There was no significant difference between the three grades in the first dimension, but between the second and the fifth dimension.The average value of grade 9 is close to that of grade 8 in the second grade.In the third, fourth and fifth dimensions, the number sense level of the excellent students and the poor students in grade 9 is higher than that of the students in grade 7 and the level of the sense of number of the students in grade 7 is much lower than the total average level.The number sense level increased with the grade of the superior students and the poor students.There was a significant correlation between the math scores of the excellent students and the scores of the number sense test.There was no significant correlation between the math scores of the poor students and the scores of the number sense test.There was significant difference in the total number sense level between the excellent students and the poor students in the three grades. 4.On the whole, the number sense level of eugenic students is obviously higher than that of poor students.There were significant differences between the superior and the poor students in the five dimensions of the sense of number. 5.Among the excellent students and the poor students, with the increase of grade, the number sensitivity level showed an increasing trend. 6.The number sense level of each grade was significantly higher than that of the poor students. There were significant differences in the first, second and third dimensions of the number sense between the excellent students and the poor students in grade 7.7, but there was no significant difference in the fourth and fifth dimensions between the grade excellent students and the poor students in the second place of the sense of number, and there was no significant difference in the fourth dimension and the fifth dimension between the excellent students and the poor students in the fourth and fifth dimensions.In the first, fourth and fifth dimensions, there was no significant difference between the excellent students in grade .9 and the poor students in the five dimensions of the sense of number.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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