高一学生数学抽象能力现状调查研究

发布时间：2018-01-08 19:25

本文关键词：高一学生数学抽象能力现状调查研究　出处：《扬州大学》2017年硕士论文　论文类型：学位论文

【摘要】：教育部《普通高中数学课程标准》修订组组长王尚志教授明确提出高中数学的六大核心素养,即数学抽象、逻辑推理、数学建模、数学运算、直观想象、数据分析。核心素养,核心培养“全面发展的人”,培养能够适应终身发展和社会发展需要的必备品格和关键能力。数学抽象能力贯穿在数学的始终,又位居六大核心素养之首,是至关重要的。本论文主要采用文献调查法、问卷调查法、测试卷调查法,试图通过数学抽象度及抽象难度,建立数学抽象能力的评价框架,分析高一学生数学抽象能力的现状,从而提出培养高一学生数学抽象能力的一些建议。本次研究以江苏省某市公办学校和民办学校的两个高一班级为调查对象,发放问卷239份,有效回收239份;发放测试题卷239份,有效回收238份。通过对调查的数据进行Excel和Spss18.0分析,得到如下研究结论:问卷调查:(1)数学感兴趣的学生比不喜欢数学的学生数学抽象能力高。(2)大部分学生在生活中不能抽象出数学问题,解决问题,对生活中的数学思考较少。(3)教师对数学抽象能力的培养力度不够,未真正在课堂上落实,在引导方面还有待提高。(4)学生对数学抽象能力的重视程度不够。测试卷调查:(1)大部分学生数学抽象能力停留在符号阶段,只有少一部分学生达到普适阶段,对普适阶段的建立法则、模式或者模型,并能够在一般的意义上解释具体事物这一抽象过程还有待提高。由此,我们可以初步知道高一学生数学抽象能力较弱。(2)民办学校的学生数学抽象能力比公办学校的学生数学抽象能力要高。特别是在符号阶段及普适阶段,两学校的差距较大。(3)民办学校重点班的学生数学抽象能力比公办学校重点班学生的数学抽象能力要高。主要在普适阶段差距较大。符号阶段与普适阶段的抽象度相同,但在解决抽象难度大的题目上,民办学校的学生比公办学校的学生数学抽象能力强。(4)民办学校平行班的学生与公办学校的平行班学生的数学抽象能力在符号阶段略有差异,但从普适阶段来看,两个学校平行班的学生数学抽象能力基本持平。(5)数学抽象能力与性别无关。从相关性检验及各阶段的正确率来看,数学抽象能力与性别是没有关系的。
[Abstract]:Professor Wang Shangzhi, head of the revision Group of ordinary Senior Middle School Mathematics Curriculum Standard of the Ministry of Education, has clearly put forward six core qualities of senior high school mathematics, namely, mathematical abstraction, logical reasoning, mathematical modeling, mathematical operation, and intuitive imagination. Data analysis. Core literacy, core cultivation of "all-round development of people", training can adapt to the development of life and social development needs of the necessary character and key ability. Mathematics abstract ability throughout the mathematics. This paper mainly adopts the methods of literature survey, questionnaire survey, test paper survey, trying to pass the mathematical abstraction and abstract difficulty. The evaluation frame of mathematics abstract ability is established, and the present situation of mathematics abstract ability of senior high school students is analyzed. Therefore, some suggestions on how to cultivate the abstract ability of mathematics of senior one students were put forward. 239 questionnaires were distributed to two senior high school classes in a public school and a private school in Jiangsu Province. Effective recovery of 239 copies; 239 copies of test questions were distributed and 238 copies were recovered effectively. Excel and Spss18.0 were used to analyze the data of the survey. The conclusion of the study is as follows: (1) students interested in mathematics have higher abstract ability of mathematics than students who do not like mathematics.) most students can not abstract mathematical problems and solve problems in life. There is less thinking about mathematics in life. (3) the training of mathematics abstract ability is not enough, and it is not really carried out in class. In the aspect of guidance, it needs to be improved. 4) the students pay less attention to the abstract ability of mathematics. The survey of the test paper: 1) most of the students' abstract ability of mathematics stays at the symbolic stage. Only a small number of students reach the universal stage, the establishment of the universal stage of the rules, patterns or models, and can explain the general meaning of the concrete things in the abstract process has yet to be improved. We can preliminarily know that the ability of mathematics abstraction of students in private schools is higher than that of students in public schools, especially in the stage of symbol and universality. The gap between the two schools is large. The mathematics abstract ability of the private school key class students is higher than the public school key class student's mathematics abstract ability, mainly in the universal stage, the symbol stage and the universal stage abstraction degree is the same. But in solving problems that are difficult to abstract. The students of the private school are stronger than the students of the public school in the abstract ability of mathematics. 4) the students of the parallel class of the private school and the student of the parallel class of the public school have a slight difference in the abstract ability of mathematics in the symbol stage. But from the general stage, the students' abstract ability of mathematics in parallel classes of two schools is basically equal. 5) the abstract ability of mathematics has nothing to do with gender, and from the correlation test and the correct rate of each stage. The abstract ability of mathematics has nothing to do with gender.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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