【作者基本信息】 南京师范大学， 数学教育， 2019， 硕士
【Abstract】 With the gradual deepening of the reform of mathematics curriculum education,mathematics education pays more and more attention to students’ ability to use mathematical knowledge to solve real life problems in real situations.Therefore,teachers need to understand the current situation and influencing factors of students’ability to solve mathematical situational problems.In this study,814 second-year junior high school students were surveyed to study the level of mathematics situational problem-solving and the influencing factors of mathematics situational problem-solving,and to explore the relationship between mathematics academic achievement and mathematics situational problem-solving achievement.The result indicates that:(1)The second-year junior middle school students’ ability to solve mathematical situational problems is of medium level,in which the level of "knowledge understanding" is higher,while the level of "knowledge transfer" is of medium level,and the level of "knowledge innovation" is of low level.(2)There are significant marginal differences in gender and regional and school differences in mathematics situational problem-solving ability of junior high school sophomores.There are significant differences in gender,region and school for junior two students on the problem of mathematical situation of knowledge understanding.There are no significant differences in gender for junior two students on the problem of mathematical situation of knowledge transfer,but there are significant differences in regions and schools.There are significant differences in gender,region and school for junior two students on the problem of mathematical situation of knowledge innovation.(3)Interest in learning,problem solving strategies,self-monitoring,and awareness of situational problems are positively correlated with students’ performance in solving math situational problems in junior two.All four can effectively predict students’performance in solving math situational problems.(4)Students with different interest in mathematics learning have significant differences in their math situational problem-solving performance.In problem-solving strategies,there is no significant difference between the high-strategy group and the middle-strategy group in their math situational problem-solving performance,while there are significant differences between the high-strategy group and the low-strategy group,the middle-strategy group and the low-strategy group.In self-monitoring,there is no significant difference between the high-strategy group and the middle-strategy group.There are significant differences between the high-level and low-level monitoring groups,the middle-level monitoring group and the low-level monitoring group.There are significant differences in the ability of solving mathematical situational problems among the second-year junior high school students who have different understanding of mathematical situational problems.(5)Among the four factors of interest in learning,self-monitoring,problem-solving strategies,and understanding of situation problems,the most predictive factors are interest in learning,problem-solving strategies and understanding of situation problems.(6)Mathematics academic achievement is highly correlated with mathematics situational problem-solving achievement,and there are significant differences in mathematics academic achievement among junior two students with different mathematics situational problem-solving achievement.(7)In order to improve students’ability to solve mathematical situation problems,the following teaching suggestions are put forward:in mathematical lesson teaching,teachers can create operational experience situations,pay attention to process teaching,teach students to ask questions;in the layout of mathematical homework,teachers can incorporate mathematical situation into variants and arrange "big assignments".
- 【网络出版投稿人】 南京师范大学