高中生数学学习兴趣、思维品质、学业成绩及其关系的研究
发布时间：2019-02-26 19:17
【摘要】：研究主要针对高二127名学生,采用自编兴趣量表和七性思维品质测试卷,设计了数学学习兴趣、思维品质、学业成绩的取样调查。数据分析使用SPSS Statistics21.0,主要选用描述、比较、相关、回归、聚类、因子分析等现代统计方法。本研究的立场有两个。首先是基于《普通高中数学课程标准(实验)》中关于课程目标的取向,尽管知识与技能,过程与方法,情感、态度、价值观的三维目标实施了快十年,但真正的数学教育事实又如何呢?带着这个问题,笔者对应三维目标设计了学业成绩,思维品质,学习兴趣的取样研究。论文最后在探明该问题的同时,试图给出量化的数学课程目标操作模型。其次是顺应西方世界潮流,呼应正风起云涌的情绪心理学的研究方向,重点分析以兴趣为代表的情绪心理与以思维为代表的数学学习间的关系。并且在分析中,加入了学业成绩,使得整个研究站在了三维视野。在得到了一些数据结果和三者关系的结论同时,更进一步,论文最后试图给出了一个兴趣、思维、成绩的环形作用机制,以及一些可供选择的教学和课改建议。本研究主要定性结论:在学生的数学学习活动中存在这样的作用机制:学生的学习兴趣影响思维品质的形成,思维品质决定着学业成绩,学业成绩影响着学习兴趣。《课标》的“情感、态度与价值观”课程目标实施存在落空现象,大部分学生并不喜欢上数学课,也不觉得数学有趣,数学学习兴趣和动机处于中等水平;大部分学生对自身的数学思维能力的自信心处于中等水平;学生的思维品质结构不合理,存在严重的应试倾向和浮躁的气质,批判性和原创性思维能力不理想。当前数学评价体系偏向女生,男生在这个评价体系中处于失利一方。主要定量结论:1、在0.05的显著性水平下,男女生的数学学业成绩、思维品质不存在显著性差异;在0.05的显著性水平下,男女生的数学学习兴趣水平存在显著性差异,男生的高于女生。2、在0.01的显著性水平下,数学学习兴趣和数学学业成绩低度正相关;在0.01的显著性水平下,数学思维品质和数学学业成绩高度正相关;在0.01的显著性水平下,数学学习兴趣和数学学业成绩低度正相关;在0.01的显著性水平下,数学思维能力认知态度和数学思维品质低度正相关。3、学生在数学学习兴趣、思维品质、学业成绩三维空间分布基本是同质化和全面发展的,其中,三维水平的学优生占比3.15%,中等生占比90.55%,学差生占比6.30%。4、数学学业成绩与思维品质的多元线性回归模型方程为:数学学业成绩=31.517+5.064*敏捷性+1.121*灵活性+1.422*广阔性+1.052*严谨性(单位:分;拟合优度R方:0.679)5、数学成绩综合评价模型:情感、态度与价值观因子(F1)=-0.220*学业成绩-0.183*思维品质+1.161*学习兴趣;过程与方法因子(F2)=-0.572*学业成绩+1.428*思维品质-0.207*学习兴趣;知识与技能因子(F3)=1.464*学业成绩-0.590*思维品质-0.258*学习兴趣;综合评价成绩(zF)=34.424%*F1+33.215%*F2+32.360%*F3;
[Abstract]:The main aim of this study is to design the sampling and investigation of the interest of mathematics, the quality of thinking and the academic achievement by using the self-made interest scale and the seven-sex quality test volume. The data were used in the data analysis, and the statistical methods such as the description, the comparison, the correlation, the regression, the clustering and the factor analysis were used. There are two positions in this study. First of all, based on the general high school mathematics curriculum standard (experiment)> the orientation of the course goal, although the knowledge and skill, process and method, emotion, attitude, the three-dimensional goal of the values have been implemented for a decade, but what about the real math education fact? With this problem, the author designs the sampling and research of the academic achievement, the quality of thinking and the interest of learning. At the same time, the paper tries to give a quantitative mathematical curriculum objective operation model. The second is to follow the western world trend, echo the research direction of the mood psychology of the positive wind, and focus on the relationship between the emotional psychology represented by the interest and the mathematical learning with the thinking as the representative. and in the analysis, the academic achievement is added, so that the whole research station is in the three-dimensional field of view. At the same time, some data results and the conclusion of the three relations are obtained. At the same time, the thesis finally tries to give an annular mechanism of interest, thought and achievement, and some suggestions on teaching and teaching. The main qualitative conclusions of this study are as follows: In the student's mathematics learning activity, there is a mechanism of action: the students' interest in learning influences the formation of the quality of thinking, the quality of thinking determines the academic achievement, and the academic achievement influences the learning interest. The emotion, attitude and values of the course target are in vain. Most of the students do not like the mathematics class, do not think the mathematics is interesting, the mathematics study interest and the motivation are in the middle level; most of the students have a moderate level of self-confidence in their own mathematics thinking ability; The students' thinking quality is not reasonable, and there is a serious tendency to test and the impulsiveness, and the critical and original thinking ability is not ideal. The current mathematical evaluation system is biased to the female, and the male is in the losing party in this evaluation system. The main quantitative conclusions were as follows: 1. At the significance level of 0. 05, there was no significant difference in the mathematics academic achievement and the thinking quality of the male and female students; at the significance level of 0.05, there was a significant difference in the interest level of the mathematics learning of the male and female students, and the male students were higher than the girls. At the significance level of 0. 01, the interest of mathematics learning and the low degree of mathematics academic achievement are positively correlated; at the significance level of 0. 01, the quality of mathematics thinking and the height of the mathematics academic achievement are positively correlated; at the significance level of 0.01, the interest of mathematics learning and the low degree of mathematics academic achievement are positively related; in the significance level of 0. 01, the cognitive attitude of the mathematical thinking ability and the low quality of the mathematical thinking are positively correlated. 3. The three-dimensional spatial distribution of the students' interest in the mathematics learning, the quality of thinking and the three-dimensional space distribution of the academic achievement is basically the same and the comprehensive development, among which, the three-dimensional level of the learning and the students account for 3.15%, The multi-element linear regression model of the mathematics academic achievement and the thinking quality is: the mathematics academic achievement = 31.517 + 5.064 * agility + 1.121 * flexibility + 1.422 * wide + 1. 052 * stringency (unit: point; fit-of-fit R: 0. 679) 5, Comprehensive evaluation model of mathematics achievement: emotion, attitude and value factor (F1) =-0.220 * academic achievement-0.183 * thinking quality + 1.161 * learning interest; process and method factor (F2) =-0.572 * academic achievement + 1.428 * thinking quality-0.207 * learning interest; knowledge and skill factor (F3) = 1.464 * academic achievement-0.590 * thought quality-0.258 * learning interest; comprehensive evaluation result (zF) = 34. 424% * F1 + 33. 215% * F2 + 32.360% * F3;
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
本文编号：2431071
[Abstract]:The main aim of this study is to design the sampling and investigation of the interest of mathematics, the quality of thinking and the academic achievement by using the self-made interest scale and the seven-sex quality test volume. The data were used in the data analysis, and the statistical methods such as the description, the comparison, the correlation, the regression, the clustering and the factor analysis were used. There are two positions in this study. First of all, based on the general high school mathematics curriculum standard (experiment)> the orientation of the course goal, although the knowledge and skill, process and method, emotion, attitude, the three-dimensional goal of the values have been implemented for a decade, but what about the real math education fact? With this problem, the author designs the sampling and research of the academic achievement, the quality of thinking and the interest of learning. At the same time, the paper tries to give a quantitative mathematical curriculum objective operation model. The second is to follow the western world trend, echo the research direction of the mood psychology of the positive wind, and focus on the relationship between the emotional psychology represented by the interest and the mathematical learning with the thinking as the representative. and in the analysis, the academic achievement is added, so that the whole research station is in the three-dimensional field of view. At the same time, some data results and the conclusion of the three relations are obtained. At the same time, the thesis finally tries to give an annular mechanism of interest, thought and achievement, and some suggestions on teaching and teaching. The main qualitative conclusions of this study are as follows: In the student's mathematics learning activity, there is a mechanism of action: the students' interest in learning influences the formation of the quality of thinking, the quality of thinking determines the academic achievement, and the academic achievement influences the learning interest. The emotion, attitude and values of the course target are in vain. Most of the students do not like the mathematics class, do not think the mathematics is interesting, the mathematics study interest and the motivation are in the middle level; most of the students have a moderate level of self-confidence in their own mathematics thinking ability; The students' thinking quality is not reasonable, and there is a serious tendency to test and the impulsiveness, and the critical and original thinking ability is not ideal. The current mathematical evaluation system is biased to the female, and the male is in the losing party in this evaluation system. The main quantitative conclusions were as follows: 1. At the significance level of 0. 05, there was no significant difference in the mathematics academic achievement and the thinking quality of the male and female students; at the significance level of 0.05, there was a significant difference in the interest level of the mathematics learning of the male and female students, and the male students were higher than the girls. At the significance level of 0. 01, the interest of mathematics learning and the low degree of mathematics academic achievement are positively correlated; at the significance level of 0. 01, the quality of mathematics thinking and the height of the mathematics academic achievement are positively correlated; at the significance level of 0.01, the interest of mathematics learning and the low degree of mathematics academic achievement are positively related; in the significance level of 0. 01, the cognitive attitude of the mathematical thinking ability and the low quality of the mathematical thinking are positively correlated. 3. The three-dimensional spatial distribution of the students' interest in the mathematics learning, the quality of thinking and the three-dimensional space distribution of the academic achievement is basically the same and the comprehensive development, among which, the three-dimensional level of the learning and the students account for 3.15%, The multi-element linear regression model of the mathematics academic achievement and the thinking quality is: the mathematics academic achievement = 31.517 + 5.064 * agility + 1.121 * flexibility + 1.422 * wide + 1. 052 * stringency (unit: point; fit-of-fit R: 0. 679) 5, Comprehensive evaluation model of mathematics achievement: emotion, attitude and value factor (F1) =-0.220 * academic achievement-0.183 * thinking quality + 1.161 * learning interest; process and method factor (F2) =-0.572 * academic achievement + 1.428 * thinking quality-0.207 * learning interest; knowledge and skill factor (F3) = 1.464 * academic achievement-0.590 * thought quality-0.258 * learning interest; comprehensive evaluation result (zF) = 34. 424% * F1 + 33. 215% * F2 + 32.360% * F3;
【学位授予单位】：西华师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6
【参考文献】
相关期刊论文 前1条
1 关成志,王前;数学思维三题[J];数学教育学报;1992年01期
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