高中生数学课堂参与现状及影响因素研究

发布时间：2018-04-14 16:05

本文选题：高中学生 + 数学课堂　；参考：《四川师范大学》2015年硕士论文

【摘要】：建构主义学习理论认为,个体的学习需要个体主动选择外部信息,同时主动构建知识意义。在课堂教学过程中,学生需要通过独立思考、动手操作等方式主动参与到教学中,进而有效的将课堂教学内容内化到自己的知识结构之中。因此,课堂教学要达到高效率的目标离不开学生的主动参与。本研究通过课堂观察法、文献分析法、问卷调查法等研究方法,了解目前高中学生在数学课堂上的课堂参与现状,并探讨影响高中学生数学课堂参与的影响因素,以期找到部分学生非参与现象、“高分低能”、“成绩低下”等现象的原因,从而提出解决办法。本文分为七章,第一章阐述了问题提出的背景、研究的目的和研究的意义。第二章对本研究所涉及的相关概念进行了界定,同时结合国内外研究资料对学生课堂参与的研究与进展进行了综述。第三章阐述了研究的基本思路、研究方法和研究流程。第四章分析了行为参与、情感参与和认知参与的总体参与现状,并对比分析了不同背景不同学校的学生的总体行为参与、情感参与和认知参与的差异性。第五章分析了学生属性与课堂参与的相关性,分别探讨了学生参与、不参与数学课堂活动的主要影响因素。第六章提出结论与建议。第七章阐述了本研究的局限及展望。本研究得出的主要结论为：(1)高中生数学课堂参与水平的现状是,行为参与水平最高,认知参与水平最低,而情感参与水平居于中间位置。(2)高中生数学课堂行为参与中,水平最高的是课堂出席,最低的是积极回答问题：情感参与中,学生对消极情感的体验多于积极情感的体验,积极情感中学生体验最多的是成就感,最少的是兴趣感,消极情感中学生体验最多的是厌倦感,最少的是紧张感,整体来看,体验最多的是成就感,最少的是紧张感：而在参与水平最低的认知参与中,反思与总结这一认知参与度最低。(3)三种类型的学生课堂参与在学生的性别、走住读、干群、学校层次等方面都存在差异。(4)学生是否住校与学生课堂参与为显著负相关；数学老师是否班主任与学生的课堂参与成显著正相关学生的学业成绩与学生的课堂参与成显著正相关。(5)影响学生课堂参与的因素的重要性由高到低依次是求知欲望、成就动机、兴趣、义务感、自信心和交往动机。(6)影响学生不参与数学课堂的因素,按重要性由高到低的排序依次为：不懂教学内容、课前准备不足、上课紧张、担心教师的批评、担心在同伴面前表现不好、担心被老师评价为不聪明、对数学学习的不感兴趣、担心遭到同伴的质疑、师生关系差、学生的学习责任心、反对同伴的观点时的尴尬。
[Abstract]:Constructivist learning theory holds that individual learning requires individuals to actively choose external information and construct knowledge meaning.In the process of classroom teaching, students need to actively participate in the teaching through independent thinking, hands-on operation and so on, and then effectively internalize the contents of classroom teaching into their own knowledge structure.Therefore, the high-efficiency goal of classroom teaching can not be achieved without the active participation of students.Through classroom observation, literature analysis, questionnaire survey and other research methods, the present situation of high school students' participation in mathematics classroom is understood, and the influencing factors of high school students' mathematics classroom participation are discussed.In order to find out some students' non-participation phenomenon, "high score low ability", "low achievement" and other phenomena, and put forward solutions.This paper is divided into seven chapters. The first chapter describes the background of the question, the purpose of the study and the significance of the research.The second chapter defines the concepts involved in this study, and summarizes the research and progress of students' classroom participation combined with domestic and foreign research materials.The third chapter describes the basic ideas, research methods and research process.Chapter four analyzes the current situation of behavioral participation, emotional participation and cognitive participation, and compares the differences among students with different backgrounds and different backgrounds in general behavior participation, emotional participation and cognitive participation.The fifth chapter analyzes the correlation between students' attributes and classroom participation, and discusses the main influencing factors of students' participation and non-participation in mathematics classroom activities.Chapter VI proposes conclusions and recommendations.Chapter seven describes the limitations and prospects of this study.The main conclusion of this study is: 1) the present situation of high school students' mathematics classroom participation is that the level of behavioral participation is the highest, the level of cognitive participation is the lowest, and the level of emotional participation is in the middle position.The highest level is classroom attendance, the lowest is positive answer question: in emotional participation, students experience more negative emotion than positive emotion, positive emotion students experience most of the sense of achievement, the least sense of interest.Negative emotion students experience the most is boredom, the least is tension, overall, the most experienced is a sense of achievement, the least is a sense of tension: and in the lowest level of participation in cognitive participation,Rethinking and summing up the three types of students' classroom participation are different in the aspects of gender, walking and living, cadres and groups, school level, etc.) there is a significant negative correlation between students' residence and students' classroom participation;Whether the teacher in charge of mathematics has a significant positive correlation with the students' participation in class. (5) the importance of the factors influencing the students' participation in class is the desire for knowledge and the motivation for achievement, from high to low.Interest, sense of obligation, self-confidence and communication motivation. 6) factors that affect students' non-participation in mathematics classroom. According to the order of importance from high to low, the order of importance is: do not understand the teaching content, lack of preparation before class, be nervous in class, worry about the teacher's criticism,They are worried about their poor performance in front of their peers, being evaluated by the teacher as unintelligent, not interested in learning mathematics, worried about being questioned by their peers, poor teacher-student relationship, students' sense of responsibility in learning, and the embarrassment of opposing their peers' views.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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