初中生数学批判性思维倾向的调查研究

发布时间：2018-03-30 02:01

本文选题：批判性思维倾向　切入点：初中数学　出处：《山东师范大学》2016年硕士论文

【摘要】：早在20世纪中叶,以美国为首的西方教育界就己经意识到了培养学生批判性思维的重要性,并且在高中、大学开设了相应的批判性思维课程。然而我国对于批判性思维的研究与西方国家相比,起ki很晚并且重视力度不够。进入21世纪以来,越来越多的学者结合自身的学科教学加入到对批判性思维的研究中来。但是,这些研究主要建立在高中、大学学段,针对初中和小学学段的少之又少,而国外早有学者提出批判性思维的培养应从中学生抓起。所以笔者结合自身从事数学教学的工作经历,选定初中生数学批判性思维倾向的现状进行调查研究,以进一步优化课堂教学,提高学生的数学批判性思维能力。本文从问题提出的背景出发,揭示了在初中数学教学中开展批判性思维研究的必要性和可行性,并对国内外关于批判性思维的研究现状进行总结概括,进而对数学批判性思维倾向进行理论分析。在此基础上,主要参考了加利福尼亚批判性思维倾向问卷的中文修订版,结合中国初中生的生活环境与认知水平,从中选用了42道题目,并以易于初中生理解为原则、对个别题目的说法在保持原意的基础上加以修改,形成了有7个维度的调查量表。然后对笔者所在学校的1000名初中生进行了调查与统计分析:统计了初中生数学批判性思维倾向的总体得分情况;检验了不同类别(因素)的学生间批判性思维倾向是否存在显著性差异。不同类别学生的比较包括:不同年级、性别;是否担任班干部、是否有出游的经历、有否参加比赛;是否参加课外特长班、不同阅读量;不同考试成绩、数学成绩;父母不同文化水平、不同家庭收入、不同家庭教育氛围的学生间。统计结果显示:学生总体平均分为177.5分,略高于具有正性批判性思维倾向标准的最低值169分,但还有32.7%的学生实际得分小于最低值,而且总分大于有较强批判性思维倾向标准208分的仅占5.6%,这表明笔者所在学校的初中生在总体上有正性的批判性思维倾向,但较弱。批判性思维倾向的七个维度中,除寻找真相外平均得分均达到正性标准。排在前四位的是求知欲、认知成熟度、开放思维、分析能力,而寻找真相得分最低。单因素方差分析结果显示:年龄、担任班干部、出游、参加比赛、特长学习、阅读量、数学成绩、家庭收入、父母文化水平等对学生的批判性思维倾向有显著性影响,而家庭氛围、性别等对批判性思维倾向无显著性影响。之后对上述调查结果进行成因分析:出游、参加比赛、阅读等因素可以开阔学生视野,拓展学生看待问题的角度;担任班干部、特长学习等因素可以为学生提供更多亲临实践的机会,锻炼学生独立思考和解决问题的能力;数学学习可以提高学生的逻辑思维、分析、系统化能力,增强批判性思维的自信心;家庭背景则潜移默化地影响孩子性格的形成。在此基础上从学校、家庭、数学教学三方面对初中生数学批判性思维的培养提出了对策。最后在反思研究结果的基础上进一步提出后续研究建议。
[Abstract]:As early as in the middle of the twentieth Century, the US led western educational circles has been aware of the importance of cultivating students' critical thinking, and in high school, the University offers the corresponding critical thinking course. However, China's critical thinking research compared with western countries, Ki is late and insufficient attention. Since the beginning of twenty-first Century. More and more scholars with the subject teaching itself into the research of critical thinking in the past. However, these studies are mainly based on the high school, University School, middle school and primary school in the school period is less and less, while the foreign scholars have put forward the cultivation of critical thinking from the middle school students. So the author own grab in mathematics the teaching experience, this paper makes investigation on current condition of selected junior high school mathematics critical thinking, in order to further optimize the classroom teaching, improve students' learning critical number Thinking ability. From the question proposed background, reveals the necessity and feasibility of carrying out the research of critical thinking in junior high school mathematics teaching, and research status of critical thinking at home and abroad are summarized, and the mathematics critical thinking disposition were analyzed. On this basis, the main reference Chinese California critical revision the thinking tendency questionnaire, combined with the China junior high school students living environment and cognitive level, from the selection of the 42 questions, and easy to understand the principle of junior high school students, to modify individual topics that based on keeping the original, form questionnaire has 7 dimensions. Then the author of 1000 junior middle school the school students conducted a survey and statistical analysis: Statistics of the overall score of mathematics critical thinking tendency of junior high school students; test of different categories (factors). The critical thinking tendency among students. There is a significant difference between students in different categories, including comparison of different grades and gender; class cadre, whether there is a travel experience, whether or not to participate in the competition; whether to participate in the extracurricular specialty classes, different amount of reading; different test scores, math scores; parents of different cultural levels, different family income and different family education atmosphere among the students. The statistical results show that the students' overall average score of 177.5 points, slightly higher than the positive critical thinking tendency of standard minimum value of 169 points, but also the student actual score of 32.7% is less than the minimum value, and the total score is greater than a strong critical thinking disposition standard 208 points only accounted for 5.6%. This shows that the junior middle school students with critical thinking, positive in general, but weaker. Seven dimensions of critical thinking tendency, in addition to looking for the truth of the average score To the positive standard. The top four is the thirst for knowledge, cognitive maturity, open thinking, analytical skills, and find the truth was the lowest. The single factor variance analysis showed that age, as class cadres, to travel, to participate in the competition, specialty learning, reading, math, family income, have a significant impact the critical thinking tendency of parents culture level of students, and family atmosphere, gender had no significant effect on the critical thinking tendency. After analyzed the causes of the survey results: travel, playing, reading and other factors can broaden their horizons, broaden the students' perspective; as class cadres, expertise and other factors can learn to provide more opportunities for students to practice, training students' ability of independent thinking and problem solving; mathematics learning can improve the students' analysis, logical thinking, systematic ability, enhancing critical thinking Self-confidence; family background influence the formation of a child's character. On the basis of the school, family, mathematics teaching in three aspects and puts forward some countermeasures on the cultivation of mathematics critical thinking of junior high school students. Finally put forward suggestions for further research based on Reflection on the results of the study.

【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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