初中生数学概念学习障碍的调查研究

发布时间：2018-11-21 14:13

【摘要】：数学概念是数学知识的基础,是我们学生进行学习的认知基础,是学习者进行数学思维的中心,同时数学概念在数学学习和数学教育中具有很重要的位置。本文以认知心理学为基础,通过对相关理论的分析与阅读,与专家探讨交流,最后把数学概念的学习划分为六个维度,分别是重述概念、辨析概念、区别概念、表征概念、应用概念、概念图六个维度。问卷内容的设计以这六个维度水平为标准进行设计。本研究在查阅相关文献的基础上,对当前数学概念的研究现状进行梳理,并提出自己的理论构想,分析当前初中数学教材各章节中蕴含数学概念的知识点,根据数学概念的特点与相关理论把数学概念划分为六个维度水平,并自行编制初中生数学概念掌握情况测试卷和学生访谈问卷,在对部分初中学生进行测试和访谈后,将所得结果进行认真分析和总结,初步得出初中生数学概念掌握情况的发展特点并探究其在各维度水平的学习障碍,并分析其出现障碍的原因,最后提出了几点教学建议。本研究的主要结论有:(1)初中生数学概念掌握能力基本上随着年级的上升而增强,并且九年级女生的概念掌握能力总体上都比男生好;(2)初中生在数学概念学习各维度水平上女生总体上在每个维度都比男生掌握得要好;(3)初中生在数学概念学习各维度水平学习上在区别概念这个维度的掌握情况最好,学困生在各维度都出现学习困难的现象,而层次较好的学生主要是在表征概念和概念图这两个维度出现学习障碍;(4)学生在各维度出现学习障碍的原因主要有三方面,主要是跟概念本身的特点与获得方式、学生自身的学习状态、教师的教学有关,解决这些学习困难首先可通过教师的教学的提高与改进来进行。
[Abstract]:Mathematical concept is the foundation of mathematical knowledge, the cognitive basis of our students' learning, and the center of learners' mathematical thinking. At the same time, mathematical concept plays an important role in mathematics learning and mathematics education. On the basis of cognitive psychology, through the analysis and reading of relevant theories, the paper discusses and communicates with experts, and finally divides the study of mathematical concepts into six dimensions, namely, restated concepts, discriminating concepts, distinguishing concepts, representing concepts. Apply concept, concept diagram six dimensions. The content of the questionnaire is designed according to the six dimensions. On the basis of consulting relevant literature, this study combs the current research situation of mathematical concepts, and puts forward its own theoretical conception, and analyzes the knowledge points of mathematical concepts contained in each chapter of current junior high school mathematics teaching materials. According to the characteristics of mathematical concepts and related theories, the mathematical concepts are divided into six dimensions, and the junior high school students' mathematics concept mastery test papers and student interview questionnaires are compiled by themselves. After testing and interviewing some junior middle school students, The results are analyzed and summarized carefully, and the development characteristics of junior high school students' mathematical concept mastery are preliminarily obtained, and the learning obstacles in various dimensions are explored, and the reasons for the obstacles are analyzed. Finally, some teaching suggestions are put forward. The main conclusions of this study are as follows: (1) the mathematics concept mastery ability of junior high school students increases with the increase of grade, and the concept mastery ability of female students in ninth grade is generally better than that of boys; (2) the junior high school students in the mathematics concept study in each dimension level girls are generally better than boys in each dimension to master; (3) the junior middle school students have the best grasp of the difference concept in the level of mathematics concept learning, and the students with learning difficulties have difficulty in learning in each dimension. The students with better level mainly have learning disabilities in the two dimensions of representation concept and concept map; (4) there are three main reasons for students' learning disabilities in each dimension, which are mainly related to the characteristics of the concept itself and the way of obtaining, the learning state of the students themselves, and the teaching of teachers. Solving these learning difficulties can be carried out through the improvement and improvement of teachers' teaching.
【学位授予单位】：广西师范学院
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.6

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