高中生数学符号理解对数学阅读的影响

发布时间：2018-05-05 18:52

本文选题：数学阅读 + 数学符号理解　；参考：《山西师范大学》2017年硕士论文

【摘要】：数学阅读是数学学习的一种重要方式。目前,国内关于数学阅读的理论及研究成果在不断地发展壮大。经过对相关研究的整理及分析,笔者发现有关数学阅读的研究多是从教育学的角度出发,主要对数学阅读教学、数学阅读方法、数学阅读能力的培养方面进行研究,对数学阅读影响因素方面的研究多是从心理学的角度出发,例如个体CPFS结构和阅读自我监控、图式、类比等方面进行。数学教学就是数学语言的教学,而数学语言又可以分为文字、符号以及图形语言。学生的数学阅读受到多方面因素的影响,其中数学符号理解作为一个重要的影响因素还尚未有深入的研究。本研究在已有研究理论的基础之上,提出自己对数学符号理解以及数学阅读的理论定义和操作定义,从心理学角度将数学符号理解划分为符号识别、语言分析、意义建构三个层次,将数学阅读划分为字符编码、语言转译和综合理解三个层次,以此出发编制数学符号理解测试卷与数学阅读测试卷,进而对数学符号理解现状以及两者之间的影响进行研究。在此基础上对数据进行分析,得出如下结论:(1)在数学符号理解现状方面,高中生总体数学符号理解现状一般,在男女性别上不存在显著差异;高一分别与高二、高三年级差异性显著,但是高二、高三年级只在中数学符号理解组差异显著,高中数学符号理解整体随着年级的升高而降低。数学教师对待数学符号教学的态度在很大程度上影响学生对数学符号学习的态度;学生对数学的学习兴趣与对数学符号的学习兴趣有极大的相关性。(2)高中数学符号理解与数学阅读具有显著性正相关;(3)数学符号理解水平高的,数学阅读水平也高,同样的数学阅读水平高的,数学符号理解水平也高;(4)数学符号理解水平能在很大程度上反映数学阅读水平,数学符号理解对数学阅读有直接的影响。最后,基于对研究结果的分析,提出提高高中生数学阅读水平的教学策略。
[Abstract]:Mathematics reading is an important way to learn mathematics. At present, the domestic mathematical reading theory and research results are constantly growing. Through sorting out and analyzing the related research, the author finds that the research on mathematical reading is mostly from the angle of pedagogy, and mainly studies the teaching of mathematics reading, the method of mathematics reading, and the cultivation of mathematics reading ability. The research on the influencing factors of mathematical reading is mainly from the perspective of psychology, such as individual CPFS structure and reading self-monitoring, schema, analogy and so on. Mathematics teaching is the teaching of mathematical language, which can be divided into characters, symbols and graphics language. Students' mathematical reading is influenced by many factors, among which the understanding of mathematical symbols as an important factor has not been deeply studied. On the basis of existing research theories, this study puts forward its own theoretical definition and operational definition of mathematical symbol understanding and mathematical reading. From the perspective of psychology, the mathematical symbol understanding is divided into symbol recognition, language analysis, and so on. It divides the mathematical reading into three levels: character coding, language translation and comprehensive understanding, so as to compile the mathematical symbol comprehension test volume and the mathematical reading test paper. Then the paper studies the current situation of mathematical symbol understanding and the influence between them. Based on the analysis of the data, the following conclusions are drawn: 1) in terms of the current situation of understanding mathematical symbols, the general understanding of mathematical symbols in senior high school students is general, and there is no significant difference between men and women in terms of gender. The difference of grade three is significant, but in grade two and grade three, there are significant differences only in the group of middle mathematics symbol understanding, and the whole mathematics symbol understanding of senior high school decreases with the increase of grade. To a great extent, the attitude of mathematics teachers towards the teaching of mathematical symbols affects the attitude of students to the study of mathematical symbols; There is a great correlation between students' interest in learning mathematics and their interest in learning mathematical symbols. (2) there is a significant positive correlation between the understanding of mathematical symbols and the reading of mathematics in senior high school. 3) the level of understanding of mathematical symbols is high, and the level of reading is also high. If the same level of mathematical reading is high, the level of understanding of mathematical symbols is also high. (4) the level of understanding of mathematical symbols can to a large extent reflect the level of mathematical reading, and the understanding of mathematical symbols has a direct impact on mathematical reading. Finally, based on the analysis of the research results, the teaching strategies to improve the mathematics reading level of senior high school students are put forward.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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