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基于ARCS模型的初中数学活动设计研究

【作者】 杨清

【导师】 冯秀梅;

【作者基本信息】 华中师范大学, 学科教学(数学), 2017, 硕士

【摘要】 数学应用十分广泛,数学学习也十分重要。数学概念、定义、定理、公式等都是他人的认识成果、间接的经验,是很抽象的、不容易理解的。对于抽象知识的理解需要建立起直观形象,帮助学习者积累感性经验,提高已有的认识水平来理解抽象的数学。因此,数学活动对于数学学习具有十分大的帮助。目前,很多学生学习数学的动机不足,也无法从数学学习中获得成就感。所以,从学习动机的角度来审查数学活动的设计就很有必要了。ARCS模型是科勒根据学生在教学过程中的期望和对学习成果的预料总结出来的,其主要目标是激发与维持学生的学习动机。ARCS是指影响动机水平的四个影响因素:注意,相关,自信,满意,它提供了教学设计的具体参考流程。按照ARCS模型的研究流程,可以简单的完成学生学习动机的激发,可以确保教学设计的严谨而高效。本文以咸宁市咸安实验中小学初一年级(4)班和(5)班,其中(4)班为实验组,参与者共58人,(5)班为对照组,参与问卷调查的共71人。首先,通过问卷调查对学习者进行分析,分析其知识技能和学习动机;其次,从ARCS模型提供的策略中选择一些有针对地使用:再次,按照这些策略,以教材或学习材料为基础,不断修改和完善数学活动设计,把激励策略运用在活动教学过程中;最后,活动结束后,再次对学生学习动机进行调查评估。研究结果表明,1、实验组在遇到数学难题乐意去解决的动机、相信自己努力就能学好数学的自信心以及成功所产生的内在激励这三项偏低。即学生的探究精神和通过努力探究获得成功的体验不足。2、实验组在实验之前各项学习动机均低于对照组。3、实验过后,实验组的注意力和满意度均有提升。由注意提升而带来的学生对学习的关注已经带来了正向满意度反馈,如果继续按照这种教学模式实施下去,相信注意力会进一步转化为学习兴趣,从而促使学习更加主动,带来学习成绩的改变,从而加强学生学习的自信心。

【Abstract】 Mathematics is widely used, and it is also important in learning mathematics. Mathematical concepts, definitions, theorems, formulas, are found by other people, they are indirect experience to us, so these abstract theorems are difficult for us to understanding. We want to understand these abstract knowledge need to establish a visual image, helping learners to accumulate perceptual experience, to improve the ability of understanding the abstract knowledge. Therefore, mathematics activity has the gigantic help to mathematics study.Currently, a lot of students are lacking motivation to learn mathematics, they cannot get a sense of achievement from mathematics learning.so, it is necessary to review the design of mathematical activities from the perspective of learning motivation. The theory of ARCS model is found by Kohler from the teaching process, according to the expectation and learning outcomes of students. The main goal is to stimulate and maintain the learning motivation of the students. The ARCS model provides references for the steps of teaching design. According to the research steps of ARCS model, it can be easy to stimulate students’ learning motivation, which can ensure the rigorous and efficient teaching design.Taking experiment in xianan Primary and Secondary school, choosing grade one (5) and (4) classes, of which (4) classes for the experimental group, a total of 58 students, (5) classes for the control group, a total of 71 students. First of all, through the questionnaire survey to analyze learners, secondly, from the strategy of ARCS model to select some strategies, thirdly, the teachers revise and improve the teaching materials on the basis of these strategies, using new teach methods of teaching, finally, evaluating students’ learning motivation.Research results show that, firstly, the experimental group has three indicators are low, they are the motivation of willing to solve the mathematical problems, believe that if they take efforts,they will have self-confidence to learn mathematical well, and the motivation from the success. Secondly, at first, the experimental group every learning motivation are lower than the control group. Thirdly, after the experiment, the attention and satisfaction of the experimental group are increased.

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  • 【网络出版投稿人】 华中师范大学
  • 【分类号】G633.6
  • 【下载频次】182
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