【作者基本信息】 南京师范大学， 数学教育， 2017， 硕士
【Abstract】 Example study has been the focus of research, as early as the 1950s and 1960s has emerged, researchers around the example design and example study has made a number of important results. On mathematics, the example learning is an important approach of students’ self-learning.During mathematics classroom and student mathematics learning process, example learning occupies an important position. From previous research findings, the researchers focused on a study about the example material, however, the effect of learning mathematics examples not only need to design superior example material, but also with a good learning environment, and mathematics examples learning also depends on the learner’s own characteristics, such as the learner’s cognitive style, metacognitive ability, and so on.This study depend on the learners themselves, and explore if learner’s math self-controlling ability have impact on learners of mathematics learning of the example. Object of this study is to select students who started that junior middle school students,it means the junior middle school student math self-controlling ability’s impact on their math example-learning achievement. This article designs math self-controlling ability questionnaire, divided them according to the questionnaire score level,it be divided into high, medium and low three groups; secondly, it is all depend on example material’s score that according to a math example material designed for junior middle school students to measure learner’s the result of student’s example.The content of the example material is the proof for triangle congruence that junior middle school student haven’t learning.An Empirical Study of the data obtained through the analysis have the following several important conclusions:First, the data suggest, junior middle school students math self-controlling ability was weak, most students of mathematics self-controlling capabilities to be further strengthened to enhanceSecond, math self-controlling ability of junior middle school students learning mathematics example has a positive impact on relations, the stronger mathematics self-controlling ability of the students,the better effect of corresponding mathematical example learning.Third, except in special circumstances, there was no significant difference in the adjacent controlling group of math example achievement, the group between non-adjacent self-controlling has significant differences in math example achievement.Fourth, the external monitor prompt action has some impact on mathematics learning example, but the impact is not obvious.Finally, comparatively speaking, the role of internal control over external control on mathematics examples learning more obvious.
- 【网络出版投稿人】 南京师范大学