高中生运用数学学习策略现状的调查与分析

发布时间：2018-05-28 04:34

本文选题：数学学习策略 + 差异性比较　；参考：《上海师范大学》2017年硕士论文

【摘要】：1996年4月联合国教科文组织“国际21世纪教育委员会”在《学习——内在的财富》报告中,将“学会学习”置于21世纪教育的核心。学习策略的研究,已成为目前国内外教育心理学界研究的热点问题之一,具有重大的理论指导意义和实践操作作用。本文正是在这种背景下,对高中生运用数学学习策略现状进行调查与分析,本论文的主要内容是:第一章提出了研究数学学习策略意义以及研究思考。第二章对数学学习策略的研究进展进行了探讨和研究,界定了数学学习策略的内涵。然后根据迈克卡对学习策略涵盖成分的分析,把数学学习策略的结构划分为数学认知策略、数学元认知策略、数学资源管理策略。第三章是研究设计说明,说明了研究的目的、研究的主要方法、调查工具及调查对象。并对松江区六所高中的部分高二年级学生进行了问卷调查,得到了高中生运用数学学习策略现状的第一手资料,按照数学学习成绩分为甲、乙、丙、丁四组。第四章从以下几方面对问卷调查进行了分析与研究:性别及四个组别数学学习策略差异性分析;数学学习策略与数学成绩的相关分析;数学学习策略水平对数学成绩的影响通径。第五章对结果进行讨论。第六章总结得出如下结论:⑴对数学学习策略的性别差异进行方差分析,显示学生总体的数学学习策略水平与性别无关。⑵从分析的结果看,高中生的数学学习策略水平越高,相伴随着其数学学习成绩越好。说明提高数学学习策略水平,有助于提升数学学习成绩水平。尤其数学元认知策略对数学成绩水平影响最大最深刻。数学元认知策略每有一个层次的提升,相应的数学学习成绩水平也提高一个档次。数学元认知策略是引起数学学习成绩变化的关键因素。⑶在分析比较中显示高中生的数学学习成绩水平越高,那么他的监视策略、反思与调节策略和心境管理策略的得分明显突出,特别在监视策略上更显优势,有显著性的层次性差别。这些差别表明它们在高中数学学习中的重要作用。⑷通过分析发现高中生数学学习策略水平和数学学习成绩水平之间存在显著性正向相关,但是正向相关的影响效果值只有10%。这个结果比研究预期较低,忽略一些研究误差,这也说明数学学习是一个复杂的过程,数学学习策略只在一定范围内影响数学学习结果。⑸在数学学习策略中对数学学习成绩水平有正向直接影响的因素是元认知策略,但元认知策略对数学学习成绩水平的影响程度是中度效果。而认知策略和资源管理策略对数学学习成绩有间接影响,它们是通过影响元认知策略而影响数学成绩。
[Abstract]:In April 1996, UNESCO's "International Committee of Education in the 21st Century" put "learning to learn" at the core of education in the 21st century in its report "Learning-Internal Wealth". The study of learning strategies has become one of the hot issues in the field of educational psychology at home and abroad. Under this background, this paper investigates and analyzes the current situation of senior high school students' application of mathematics learning strategies. The main contents of this thesis are as follows: the first chapter puts forward the significance and thinking of studying mathematics learning strategies. In the second chapter, the research progress of mathematics learning strategy is discussed, and the connotation of mathematics learning strategy is defined. Then, according to the analysis of the covering components of learning strategies, the structure of mathematics learning strategies is divided into mathematical cognitive strategies, mathematical metacognitive strategies and mathematical resource management strategies. The third chapter is the description of the research design, the purpose of the research, the main methods of the research, the investigation tools and the objects of investigation. A questionnaire survey was conducted among some senior high school students in six senior high schools in Songjiang District, and the first-hand information on the current situation of senior high school students using mathematics learning strategies was obtained. According to their mathematics learning scores, they were divided into four groups: group A, B, C, D. The fourth chapter analyzes and studies the questionnaire from the following aspects: gender and four groups of mathematics learning strategy difference analysis, mathematics learning strategy and mathematics achievement correlation analysis; The influence of mathematics learning strategy level on mathematics achievement. Chapter five discusses the results. The sixth chapter summarizes the following conclusions: 1 carries on the variance analysis to the mathematics learning strategy's gender difference, shows that the student's overall mathematics learning strategy level has nothing to do with the gender. 2 from the analysis result, the senior high school student's mathematics learning strategy level is higher. The better along with their math grades. It shows that improving mathematics learning strategy level is helpful to improve mathematics learning achievement level. In particular, mathematical metacognitive strategies have the greatest and most profound impact on mathematical achievement levels. The mathematics metacognitive strategy has a level of improvement, the corresponding mathematics study achievement level also raises one grade. Mathematics metacognitive strategy is the key factor that causes the change of mathematics achievement. 3. In the analysis and comparison, it shows that the higher the level of mathematics achievement of high school students, the better his monitoring strategy. The scores of introspection and adjustment strategies and mood management strategies are prominent especially in monitoring strategies with significant hierarchical differences. These differences indicate that they play an important role in senior high school mathematics learning. Through analysis, it is found that there is a significant positive correlation between senior high school students' mathematics learning strategy level and mathematics achievement level, but the positive correlation effect value is only 10%. This result is lower than expected, ignoring some research errors, which also shows that mathematics learning is a complex process. Mathematics learning strategies only in a certain range of mathematical learning results in mathematics learning strategies have a positive and direct impact on the level of mathematics learning achievement is metacognitive strategies. But the effect of metacognitive strategy on mathematics achievement is moderate. Cognitive strategies and resource management strategies have indirect influence on mathematics achievement. They affect mathematics achievement by influencing metacognitive strategies.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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