归因理论在初中数学教学中的应用研究

发布时间：2018-06-14 09:16

本文选题：归因理论 + 初中数学教学　；参考：《新疆师范大学》2015年硕士论文

【摘要】：关于归因理论在初中数学教学中应用问题的研究一直是数学教育心理学领域非智力因素研究的重点。新课程理念要求以学生为主体,关注学生的身心健康和谐发展;而将归因理论应用于初中数学教学实践中,正是积极响应新课程改革的号召,它促进学生在数学学习中身心健康发展,促进学生数学学习兴趣的培养,促进学生数学学习策略水平的提升,促进数学教师教学效率的提高。以沙雅县151名初中生为调查对象,通过问卷调查的方法探讨了初中男女生数学学业成败归因习惯的特点及其对数学教学的作用,能为缓解初中数学教学实践中教师与学生心理压力研究提供一些有益参考。研究发现:①在不同成败经验下,初中生数学学业三维归因差异情况为:在成功经验下,男女生能力归因有显著差异;失败经验下,能力归因有极显著的差异,归因于运气有显著差异,而归因于情境和努力则差别不大;②初中生数学学业成败内外部归因的差异表现为:男女生在外部归因没有显著差异,而内部归因有明显差异;③初中生数学学业成败归因偏好的顺序显示:初中生数学学业成败归因时都喜欢以努力因素(即内部、不稳定、可控原因)为主,其次为能力因素(即内部、稳定、不可控原因),再次为运气因素(即外部、不稳定、不可控原因),最后为情境因素(即外部、稳定、可控原因)。研究得出了以下对策:在初中数学教学活动中,数学教师应当了解教师自己的归因风格;正确运用批评、表扬与情绪来表达评价;给以学生必要的帮助和关心;把握好工作任务难度和考核指标的尺度;教导学生正确对待习惯性的利己性归因;对学生进行归因干预;而家长的督促对孩子数学学习的外部归因有显著的调节作用,家长督促的程度越高,学生的数学学习外部归因越增强,家长与孩子交流沟通学习对内部归因有显著的维持作用,家长对孩子学习关心的程度越高,学生的内部归因越持久;教师邀请家长积极参加归因训练,帮助孩子更好地形成正确归因;教师教导学生进行全面的归因,乐观积极的归因。
[Abstract]:The research on the application of attribution theory in mathematics teaching in junior high school has always been the focus of the research on non-intelligence factors in the field of mathematics educational psychology. The concept of the new curriculum requires that students should be the main body and pay attention to the harmonious development of students' physical and mental health, and that applying attribution theory to mathematics teaching practice in junior high school is a positive response to the call of the new curriculum reform. It promotes the development of students' physical and mental health in mathematics learning, the cultivation of students' interest in mathematics learning, the promotion of students' learning strategies, and the improvement of teaching efficiency of mathematics teachers. Based on 151 junior high school students in Shaya County, the characteristics of attribution habits of success or failure in mathematics study of male and female junior middle school students and their effects on mathematics teaching were discussed by means of questionnaire. It can provide some useful reference for relieving the psychological pressure of teachers and students in mathematics teaching practice in junior high school. The study found that under different success or failure experience, the difference of junior high school students' mathematics three dimensional attribution is as follows: in successful experience, male and female students have significant difference in ability attribution, and in failure experience, ability attribution is extremely significant difference. There are significant differences in attribution to luck, while there is no significant difference between internal and external attribution in mathematics success or failure of junior high school students due to their situation and effort: there is no significant difference between male and female students in external attribution, while there is a significant difference in internal attribution; (3) the order of junior high school students' preference for attribution of success or failure in mathematics studies shows that all junior high school students' attribution of success or failure in mathematics is mainly due to internal, unstable and controllable factors, followed by ability factors (i.e. internal, stable). The uncontrollable causes are luck factors (i.e. external, unstable, uncontrollable causes), and finally situational factors (i.e. external, stable, controllable causes). The following countermeasures are obtained: in junior high school mathematics teaching activities, mathematics teachers should understand their own attribution style, correctly use criticism, praise and emotion to express evaluation, give students necessary help and concern; Grasp the scale of job task difficulty and assessment index; teach students to deal with habitual self-interest attribution correctly; conduct attribution intervention to students; and parental supervision has a significant role in regulating the external attribution of children's mathematics learning. The higher the degree of parental supervision, the stronger the external attribution of students' mathematics learning, the more significant the maintainance of internal attribution by communication and learning between parents and children, the higher the degree of parents' concern for their children's learning, the longer the internal attribution of students; Teachers invite parents to take an active part in attribution training to help children better form correct attribution, and teachers teach students to conduct comprehensive attribution and positive attribution.
【学位授予单位】：新疆师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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