高中数学情感目标实施情况及影响因素分析

发布时间：2018-05-10 07:26

本文选题：高中数学 + 情感态度价值观目标　；参考：《闽南师范大学》2015年硕士论文

【摘要】：数学课程目标不仅反映了社会、数学、教育的发展对数学教育的要求,也是对教师教学、学生学习所提出的明确要求。高中数学课程的目标将原来目标单一(知识与技能)的课堂转变为多维(知识与技能,过程与方法以及情感、态度与价值观)的课堂,丰富了课堂教学,也提高了学生的学习效率。然而由于校内外各种因素的影响,数学教师很少将情感、态度与价值观目标落实到位,因此本文将通过调查学生数学学习情况来衡量数学教师情感、态度与价值观目标的落实情况,并分析影响情感、态度与价值观目标教学的因素,给出提高情感、态度与价值观目标教学的策略。本文主要通过李克特测量法,从数学学习兴趣、数学学习动机、自我效能感、数学学习态度和数学价值观五个方面来研究学生对数学学习的看法,从中得出数学教师在数学教学过程中,是否将三维目标的教学相融合进行教学。研究结果表明,在数学学习兴趣方面,数学教师在教学过程中有适当的培养,但是在课后几乎没有为学生提供参与数学课外活动的空间;在数学学习动机方面,不同的学生拥有不同的数学学习动机,具有内部学习动机的学生较少;在自我效能感方面,大部分学生自我效能水平较高;在数学学习态度方面,学生对于接受数学知识的态度比较端正,但是缺少发现问题、提出问题的态度;在数学价值观方面,教师由于重视课程进度,很少将数学文化融入课堂,导致学生基本只重视考试成绩,而淡化数学的文化价值。影响教师情感、态度与价值观目标实施的原因是教师、家长和高考,教师是学生学习的领航者,家长是学生学习的促进者,而高考是绝大多数学生学习数学的动力因素,结合这三个因素,本文提出了促进情感、态度与价值观目标在数学教学中落实的几个实施对策:(1)将学生的原有兴趣迁移至数学学习上;(2)提高教师的教学艺术,拉近与学生的距离;(3)对学生进行数学成就动机训练,培养努力导致成功的归因观;(4)提高学生的自我效能感;(5)培养学生勤奋的数学学习态度,提高学生对数学的自信心;(6)帮助学生树立正确的数学价值观。文章末尾还通过呈现两个案例来说明应如何将三维目标体现在数学课程中。
[Abstract]:The goal of mathematics curriculum not only reflects the development of society, mathematics and education, but also the explicit requirement of teachers' teaching and students' learning. The goal of mathematics curriculum in senior high school turns the classroom with single goal (knowledge and skill) into multi-dimensional classroom (knowledge and skill, process and method, emotion, attitude and value), which enriches classroom teaching. It also improves the learning efficiency of students. However, due to the influence of various factors inside and outside the school, mathematics teachers seldom put emotion, attitude and values into effect. Therefore, this paper will measure mathematics teachers' emotion by investigating students' mathematics learning. The implementation of the goal of attitude and values, and the factors that affect the teaching of emotion, attitude and value goal are analyzed, and the strategies to improve the teaching of emotion, attitude and value goal are given. This paper studies students' views on mathematics learning from five aspects: mathematics learning interest, mathematics learning motivation, self-efficacy, mathematics learning attitude and mathematical values. It is concluded from the above that whether the teaching of three-dimensional objectives should be integrated in the process of mathematics teaching. The results show that, in mathematics learning interest, mathematics teachers have appropriate training in the teaching process, but after class there is little space for students to participate in outside mathematics activities, and in mathematics learning motivation, Different students have different motivation for mathematics learning, and fewer students have internal motivation; in terms of self-efficacy, most students have a higher level of self-efficacy; in mathematics learning attitude, the majority of students have a higher level of self-efficacy. The attitude of students towards accepting mathematics knowledge is correct, but they lack the attitude of finding problems and putting forward problems. In the aspect of mathematics values, teachers seldom integrate mathematics culture into the classroom because they attach importance to the progress of curriculum. As a result, students only attach importance to test scores, and play down the cultural value of mathematics. The reasons that affect the implementation of teachers' emotion, attitude and values are teachers, parents and college entrance examination. Teachers are the leaders of students' learning, parents are the promoters of students' learning, and the college entrance examination is the motive factor for most students to learn mathematics. Combined with these three factors, this paper puts forward several implementing countermeasures to promote the implementation of the goals of emotion, attitude and values in mathematics teaching: (1) transferring students' original interest to mathematics learning. (2) improving the teaching art of teachers. Drawing closer the distance between students and students (3) training students' mathematical achievement motivation, cultivating the attribution view of success caused by hard work (4) improving students' sense of self-efficacy and (5) cultivating students' diligent attitude towards mathematics learning, 4) improving students' sense of self-efficacy, and (5) cultivating students' diligent attitude towards mathematics learning. Improve students' confidence in mathematics (6) help students to set up correct mathematical values. At the end of the article, two cases are presented to illustrate how to embody three-dimensional objectives in mathematics curriculum.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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