初中生几何解题错误的性别差异研究

发布时间：2018-01-31 05:16

本文关键词： 初中生几何解题错误性别差异　出处：《杭州师范大学》2015年硕士论文　论文类型：学位论文

【摘要】：在数学的教学过程中,不少教师常感到,男生与女生在学习中存在着差异。这些差异体现在上课、解题、作业完成等方面。特别在教授几何时这种差异的感受就越发明显,并认为男生在几何学习上比女生有优势。由于初中阶段是学生刚开始系统的学习几何,并且第一次接触论证几何,理论上应处于同一水平不存在明显的差异。所以为了确切的得出男女生在初中阶段是否存在几何学习上的差异,本文通过调查研究男女生在几何解题错误的表现上是否存在明显的差异,并分析差异产生的原因,这对教师改善教学防止男女生在几何学习上的进一步分化有着重要作用。国内外关于男女生在数学学习上的差异做了大量的研究。但具体涉及到初中几何解题错误方面的研究并不多。本研究将以学生学习过程中犯的错误为切入点,通过文献研究构建错误分类框架;作业分析和访谈统计错误数据并得出男女生是否存在差异。在此基础上深入分析原因并本着教育教学中要尊重学生间差异的原则,结合原因对教师的教学提出建议。首先,通过分析初中生几何学习现状、解题错误存在的不可避免性、数学学习中“性别差异”是否存在这三大背景因素提出本文要研究的问题,并进一步论述了本研究的理论意义和现实意义。其次,对与本文相关的已有研究进行梳理及综述。同时结合国内外相关研究成果制定出调查研究思路和具体的错误调查分析框架,并设计出调查问卷。第一个问卷从教师主观方面调查男女生在几何学习上是否存在差异,并得出第一个结论:大部分教师在主观上认为男女生之间存在差异。随后通过客观统计调查男女生在几何的命题判定、图形应用、几何证明这三个方面的解题上是否存在知识性、逻辑性、策略性、心理性错误的差异。并得出第二个结论:男女生在知识性错误、逻辑性错误、策略性错误上并不存在显著差异,而主要差异体现在心理性错误上。但当涉及简单类型的题目时男女生之间并不存在心理性错误差异。如,图形的应用。最后,根据统计得出的结论。从学生的认知风格、学习几何的兴趣、意志、动机、自我效能感、及学习习惯等几个方面展开来探讨心理错误产生的原因。并结合现代教学观为逐步缩小男女生在几何解题上的差异提出以下教学建议:(1)改变教师的定势思维,平等公平的看待男女生(2)提高女生学习几何的兴趣(3)加强女生学习几何意志的培养(4)提高女生几何学习的自我效能感
[Abstract]:In the process of mathematics teaching, many teachers often feel that there are differences between boys and girls in learning. These differences are reflected in class and problem solving. Homework completion and so on. Especially in the teaching of geometry this kind of difference feeling is more obvious, and think that boys have an advantage over girls in geometry learning. Because junior middle school is the beginning of the systematic study of geometry. And the first contact to demonstrate geometry, in theory should be at the same level, there is no obvious difference. So in order to get the exact difference between male and female students in junior high school whether there is a difference in geometry learning. This paper investigates whether there are obvious differences in the performance of geometric problem solving errors between male and female students, and analyzes the causes of the differences. It is important for teachers to improve teaching to prevent boys and girls from further differentiation in geometry learning. A lot of research has been done on the difference between male and female students in mathematics learning at home and abroad. This study will focus on the mistakes made by students in the process of learning. Constructing the framework of error classification through literature research; On the basis of the analysis of homework and interviews, we can find out whether there is any difference between male and female students. On this basis, we should analyze the reasons and respect the differences between students in education and teaching. First of all, by analyzing the present situation of junior high school students' geometry learning, the problem solving errors are inevitable. Whether there are these three background factors in mathematics learning, the author further discusses the theoretical and practical significance of this study. At the same time, combined with the domestic and foreign related research results to develop the research ideas and specific framework of error investigation and analysis. And designed a questionnaire. The first questionnaire from the subjective aspects of teachers to investigate whether there is a difference in geometry learning between male and female students. And draw the first conclusion: most teachers think that there is a difference between male and female students subjectively. Then through the objective statistical investigation of male and female students in geometric proposition judgment graphics application. Geometry proves whether there are differences in knowledge, logic, strategy and mental error in these three aspects of the solution. The second conclusion is: male and female students in the knowledge error, logical error. There is no significant difference in strategic errors, but the main differences are in mental errors. But there is no difference between male and female students when it comes to simple types of topics, such as the application of graphics. According to the statistical conclusions. From the students' cognitive style, learning geometry interest, will, motivation, self-efficacy. This paper discusses the causes of psychological errors from several aspects, such as learning habits and so on, and puts forward the following teaching suggestions in order to gradually reduce the differences between male and female students in solving geometric problems in the light of modern teaching concepts. Change the teacher's stereotypical thinking. Equal and fair treatment of male and female students 2) improve girls' interest in learning geometry 3) strengthen the cultivation of female students' will to learn geometry 4) improve female students' sense of self-efficacy in geometry learning
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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