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初中生数学焦虑与数学自我监控能力对数学学习策略的影响研究

【作者】 董骏

【导师】 喻平;

【作者基本信息】 南京师范大学, 数学教育, 2017, 硕士

【摘要】 对于探讨影响学生数学学业成绩的因素,以帮助学生进行有效的数学学习,提高数学成绩,一直是数学教育界热门的研究课题。数学焦虑、数学自我监控能力和数学学习策略都对数学学业成绩都有重要的影响,且这三个变量之间又存在密切的关系,但过去的研究较多探讨这三个变量作为单变量与数学学业成绩之间的关系,而很少有研究者去探讨这三者间的关系。本研究在综述并分析已有文献的基础上,以初中生数学焦虑、数学自我监控能力为自变量、数学学习策略为因变量,运用方差分析、相关分析、回归分析等统计方法,考察它们的发展状况及其影响关系。通过本研究得出结论如下:(1)大部分初中生的数学焦虑都处在中等以下程度,但仍有部分初中生的数学焦虑程度比较高;初中生的数学焦虑在不同性别上不存在差异,且初一初二学生的数学焦虑在年级上不存在差异。(2)大部分初中生的数学自我监控能力都处在中等以上水平,但仍有部分初中生的数学自我监控水平比较低;初中生的数学自我监控能力在不同性别上不存在差异,且初一初二学生的数学自我监控能力在年级上不存在差异。(3)大部分初中生的数学学习策略都处在中等以上水平,但仍有部分初中生的数学学习策略水平比较低;初中生的数学学习策略在不同性别上不存在差异,且初一初二学生的数学学习策略在年级上不存在差异。(4)具有较高程度数学焦虑的学生倾向于具有较低水平的数学自学习策略,具有中等程度数学焦虑的学生倾向于具有中等水平的数学学习策略,具有较低程度数学焦虑的学生倾向于具有较高水平的数学学习策略。因此,初中生的数学焦虑影响着数学学习策略。(5)具有较高水平数学自我监控能力的学生倾向于具有较高水平的数学自学习策略,具有中等水平数学自我监控能力的学生倾向于具有中等水平的数学学习策略,具有较低水平数学自我监控能力的学生倾向于具有较低水平的数学学习策略。因此,初中生的数学自我监控能力影响着数学学习策略。(6)初中生数学焦虑与数学学习策略之间呈现显著负相关,而其数学自我监控能力与数学学习策略之间则呈现显著正相关。且相对于数学焦虑,数学自我监控能力对数学学习策略的影响要更大。(7)初中生数学焦虑与数学自我监控能力之间呈现显著负相关,但它们的交互作用对数学学习策略的影响是不显著的。数学焦虑和数学自我监控能力是各自独立的对数学学习策略产生重要影响,数学自我监控能力对数学学习策略的影响不以数学焦虑为中介,同样数学焦虑对数学学习策略的影响也不以数学自我监控能力为中介。

【Abstract】 To explore the factors affecting students in math to help students learn mathematics effectively and improve their math academic achievement has been a hot research topic in mathematics education. Mathematics anxiety,mathematics self-monitoring ability and mathematics learning strategies have a major impact on mathematics academic achievement, and they are closely related in these three variables. In the past there are a lot of research to explore the relationship between one of three variables and mathematics academic achievement, but few researchers explore the relationship among the three. On the basis of analysis of the existing related research this research selects the junior school students mathematics anxiety, mathematics self-monitoring capability as the independent variable, selects the junior school students mathematics learning strategy as the dependent variable using analysis of variance, correlation analysis, regression analysis and other statistical methods studys their development and influence relationships.The result indicates that:(1) Most of math anxiety of the junior middle school students are at below average levels, but there are still a part of the junior high school students mathematics anxiety level are higher; Mathematics anxiety has differences in gender and grade, but the differences of gender and grade are not significant.(2) Most of mathematics self-monitoring capability of the junior middle school students are at above average levels, but there are still a part of the junior high school students mathematics anxiety level are low; Mathematics self-monitoring has differences in gender and grade, but the differences of gender and grade are not significant.(3) Most of mathematics learning strategy of the junior middle school students are at above average levels, but there are still a part of the junior high school students mathematics anxiety level are low; Mathematics self-monitoring capability has differences in gender and grade, but the differences of gender and grade are not significant.(4)Students with a high degree of math anxiety tend to have a lower mathematical learning strategy level, with moderate levels of math anxiety students tend to mathematics learning strategy with a medium level, with a lower level of mathematics anxiety of students tend to have higher level math learning strategies. Therefore, junior high school students math anxiety affect their mathematics learning strategies.(5)Students with higher levels of mathematics self-monitoring capability tend to have a higher level of learning strategy, with moderate levels of mathematics self-monitoring capability of students tend to mathematics learning strategy with a medium level, with lower levels of mathematics self-monitoring capability of students tend to have lower levels of mathematics learning strategies. Therefore, junior high school math self-monitoring capability affect their mathematics learning strategies.(6)There is significant negative correlation in the junior high school students mathematics anxiety and their mathematics learning strategy. There is significant negative correlation in the junior high school students mathematics self-monitoring capability and their mathematics learning strategy. And the junior high school students mathematics self-monitoring capability have more influence on their mathematics learning strategy than their math anxiety.(7)There is significant negative correlation in the junior high school students mathematics anxiety and their mathematics self-monitoring capability. But the interaction between mathematics anxiety and mathematics self-monitoring capabilities to mathematics learning strategy is not significant. The influence of mathematics self-monitoring capability in mathematics learning strategy is not based on math anxiety as an intermediary, and the influence of mathematics anxiety in mathematics learning strategy is not based on math self-monitoring capability as an intermediary.

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  • 【网络出版投稿人】 南京师范大学
  • 【分类号】G633.6
  • 【下载频次】126
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