数学问题的情境特征对初一学生创造性问题解决的影响

发布时间：2018-01-07 23:11

本文关键词：数学问题的情境特征对初一学生创造性问题解决的影响　出处：《华东师范大学》2014年硕士论文　论文类型：学位论文

【摘要】：创造力培养是学校教育的重要目标之一。近年来,国内外数学学科教学改革倡导“基于问题的学习”(Problem-based Learning, PBL),强调在课堂中创设问题情境,在问题解决中培养学生的创造力与创造性思维。情境(context)是PBL中问题设计的核心要素之一,问题情境的设计关乎课堂效果,也会影响学生的创造性表现。因此,探究数学学科教学设计中,怎样的问题情境能更大程度激发学生的创造力与创造性思维,具有十分重要的理论与实践意义。本研究选取111名初中生被试,随机分成四组,采用2(熟悉度：高/低)×2(具体性：高/低)被试间设计,自编创造性问题解决任务,考察问题情境的熟悉度与具体性如何影响学生的创造性问题解决(以适宜性、新颖性与流畅性为评价指标)。被试在完成创造性问题解决任务后,即刻填写任务后测问卷,报告其解题过程中的认知卷入程度与认知负荷,以此探索认知卷入与认知负荷是否在情境特征与创造性问题解决之间起一定的中介作用。在控制被试的智力与数学学业成绩的前提下,结果显示： 1.数学问题情境熟悉度的改变对初一学生创造性问题解决的适宜性、新颖性与流畅性三个维度均无显著影响。 2.提高数学问题情境的具体性能促进初一学生创造性问题解决的适宜性,但对新颖性与流畅性则有一定抑制作用。 3.数学问题情境的熟悉度与具体性的增加,能显著提高初一学生在创造性问题解决过程中的认知卷入程度,但认知卷入对情境特征与创造性问题解决之间的中介效应不显著。 4.数学问题情境的熟悉度与具体性的增加,末对初一学生创造性问题解决过程中的认知负荷造成显著影响。本研究的结论拓展了PBL与创造力教育的融合研究,也为教学设计者提出两点启示：其一,在学科教学中培养学生的创造力是未来学校创造力教育的发展方向之一；其二,在PBL教学设计中,教学设计者应根据教学目标的不同选择合适的问题设计策略。
[Abstract]:The cultivation of creativity is one of the important goals of school education. In recent years, Problem-based Learning has been advocated in mathematics teaching reform at home and abroad. It is emphasized that creating problem situations in class and cultivating students' creativity and creative thinking in problem-solving. Context is one of the core elements of problem design in PBL. The design of the problem situation is related to the classroom effect and will also affect the students' creative performance. Therefore, to explore what kind of problem situation can stimulate the students' creativity and creative thinking to a greater extent in the teaching design of mathematics. It has very important theoretical and practical significance. In this study, 111 junior high school students were randomly divided into four groups. The subjects were designed in 2 (familiarity: high / low) 脳 2 (specific: high / low) subjects to design creative problem-solving tasks. This paper examines how the familiarity and specificity of the problem situation affect the students' creative problem-solving (with suitability, novelty and fluency as the evaluation indicators). After the participants have completed the task of creative problem-solving. To report the degree of cognitive involvement and cognitive load in the process of solving the problem by filling out the post-task questionnaire immediately. In order to explore whether cognitive involvement and cognitive load play an intermediary role between situational characteristics and creative problem-solving. Under the premise of controlling the subjects' intelligence and mathematics academic achievement, the results showed that: 1. The change of situational familiarity of mathematical problems has no significant influence on the suitability, novelty and fluency of creative problem-solving for junior high school students. 2. Improving the concrete performance of mathematics problem situation can promote the suitability of creative problem solving, but it can restrain novelty and fluency to some extent. 3. The increase of familiarity and concreteness of mathematical problem situations can significantly improve the degree of cognitive involvement of junior high school students in the process of creative problem-solving. However, the mediating effect of cognitive involvement on situational characteristics and creative problem solving is not significant. 4. The increase of familiarity and concreteness of mathematical problem situations has a significant impact on the cognitive load of the creative problem-solving process of junior high school students. The conclusion of this study expands the research on the fusion of PBL and creativity education, and also provides two enlightenments for the instructional designers: first. Cultivating students' creativity in subject teaching is one of the developing directions of creativity education in the future. Secondly, in the PBL teaching design, the instructional designer should choose the appropriate problem design strategy according to the different teaching objectives.
【学位授予单位】：华东师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2

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