高二学生参与数学课堂教学的分析研究
发布时间：2018-12-13 07:29
【摘要】：随着现代教育理念的发展和学生素质教育的全面实施,注重对学生发展的呼声越来越强,许多研究者与教师都意识到,学生积极的参与是有效教学的核心内容。然而走进真实的课堂,学生的参与情况并不乐观,比如课堂群体参与面不广,甚至个体不参与等这些情况都是普遍存在的。尤其是数学这门需要较高抽象思维能力的学科,学生参与数学课堂积极性不高的情况更让人担忧。近年来随着课程改革的不断深入,教师教学理念的不断深刻,学生参与课堂的特点也在不断变化,学生是否参与到课堂教学中已经是评价有效课堂的标准之一,但并不是所有的学生在每一学科中的参与情况都一样,这就给教育研究者带来了思维的火花。本研究基于数学学科的视角,以高二数学课堂教学中的教师和学生为研究对象,通过对相关文献资料整理以及调查数据为依据,对数学课堂教学中教师的学生参与观、学生参与的基本情况及影响学生参与数学课堂的因素做了相关分析。本文主要工作体现在以下部分。第一部分:访谈10位来自成都市第十二中学的教师,了解高中数学教师关于学生参与课堂的评价标准及他们对学生不参与数学课堂的归因。第二部分:结合第一部分的内容,在前人关于学生参与数学课堂问卷的基础上及走进真实的数学课堂进行观察,修改并制定出《高二数学课堂学生参与度调查问卷》和《影响高二数学课堂学生参与因素问卷》。第三部分:运用SPSS对收集到的数据进行分析。主要是探讨目前高二学生在数学教学过程中的参与现状和文科生与理科生之间存在的差异;总结出影响学生参与课堂的主要因素,并给出相关建议。本研究在以前学者已有的学生参与数学课堂的研究结论的基础上,结合本次的调查研究得出的主要结论有:(1)高中数学教师关于学生参与的评价标准主要集中在学生的行为参与和认知参与两方面,很少关注学生的情感参与;对影响学生不参与的归因集中在学生自身因素;(2)高二数学课堂学生在行为、情感、认知三方面的参与度相差不大,理科普通班学生的参与度比实验班的参与度高,文科实验班的参与度却比普通班学生参与度高;(3)各个影响因素在不同参与类型的影响系数不同,学生的自我效能感是行为参与的主要影响因素,教师对学生学习的关注程度最能影响学生的情感参与,父母对孩子学习的关心程度是学生认知参与的主要影响因素。
[Abstract]:With the development of modern educational concept and the overall implementation of quality education for students, the voice of paying attention to the development of students is becoming stronger and stronger. Many researchers and teachers have realized that the active participation of students is the core content of effective teaching. However, when entering the real classroom, the students' participation is not optimistic, for example, the classroom group participation is not wide, even the individual does not participate, and so on. In particular, mathematics is a subject that requires high abstract thinking ability, and it is more worrying that students are less motivated to participate in mathematics class. In recent years, with the deepening of curriculum reform and the deepening of teachers' teaching ideas, the characteristics of students' participation in class are also changing. Whether students participate in classroom teaching is one of the criteria for evaluating effective classroom. But not all students have the same participation in every subject, which brings a spark of thought to educational researchers. This study is based on the perspective of mathematics, taking teachers and students in mathematics classroom teaching in senior two as the research object. Based on the collation of relevant literature and the investigation data, this study views teachers' students' participation in mathematics classroom teaching. The basic situation of students' participation and the factors influencing students' participation in mathematics classroom are analyzed. The main work of this paper is reflected in the following parts. The first part is to interview 10 teachers from Chengdu No. 12 Middle School to understand the evaluation criteria of senior high school mathematics teachers about students' participation in the classroom and their attribution to students' non-participation in mathematics classroom. The second part: combined with the content of the first part, on the basis of the former students' participation in mathematics classroom questionnaire and into the real mathematics classroom observation, The questionnaire on students' participation in Senior 2 Mathematics classroom and the questionnaire on the factors influencing students' participation in Mathematics classroom of Senior two were revised and formulated. The third part: use SPSS to analyze the collected data. This paper mainly discusses the present situation of senior two students' participation in mathematics teaching and the differences between arts students and science students, summarizes the main factors that affect students' participation in class, and gives some relevant suggestions. This study is based on the previous research results of students' participation in mathematics classroom. The main conclusions of this research are as follows: (1) the evaluation criteria of high school mathematics teachers' participation mainly focus on students' behavior participation and cognitive participation, and pay little attention to students' emotional participation; The attribution of students' non-participation is concentrated on the students' own factors; (2) the participation degree of the students in senior two mathematics classroom is not different in the behavior, emotion and cognition. The participation degree of the general science class is higher than that of the experimental class, but the participation degree of the liberal arts experimental class is higher than that of the ordinary students. (3) the influencing factors are different in different types of participation. Students' self-efficacy is the main influencing factor of behavior participation, and teachers' attention to students' learning is the most important factor to affect students' emotional participation. Parents' concern for their children's learning is the main influencing factor of students' cognitive participation.
【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
本文编号：2376151
[Abstract]:With the development of modern educational concept and the overall implementation of quality education for students, the voice of paying attention to the development of students is becoming stronger and stronger. Many researchers and teachers have realized that the active participation of students is the core content of effective teaching. However, when entering the real classroom, the students' participation is not optimistic, for example, the classroom group participation is not wide, even the individual does not participate, and so on. In particular, mathematics is a subject that requires high abstract thinking ability, and it is more worrying that students are less motivated to participate in mathematics class. In recent years, with the deepening of curriculum reform and the deepening of teachers' teaching ideas, the characteristics of students' participation in class are also changing. Whether students participate in classroom teaching is one of the criteria for evaluating effective classroom. But not all students have the same participation in every subject, which brings a spark of thought to educational researchers. This study is based on the perspective of mathematics, taking teachers and students in mathematics classroom teaching in senior two as the research object. Based on the collation of relevant literature and the investigation data, this study views teachers' students' participation in mathematics classroom teaching. The basic situation of students' participation and the factors influencing students' participation in mathematics classroom are analyzed. The main work of this paper is reflected in the following parts. The first part is to interview 10 teachers from Chengdu No. 12 Middle School to understand the evaluation criteria of senior high school mathematics teachers about students' participation in the classroom and their attribution to students' non-participation in mathematics classroom. The second part: combined with the content of the first part, on the basis of the former students' participation in mathematics classroom questionnaire and into the real mathematics classroom observation, The questionnaire on students' participation in Senior 2 Mathematics classroom and the questionnaire on the factors influencing students' participation in Mathematics classroom of Senior two were revised and formulated. The third part: use SPSS to analyze the collected data. This paper mainly discusses the present situation of senior two students' participation in mathematics teaching and the differences between arts students and science students, summarizes the main factors that affect students' participation in class, and gives some relevant suggestions. This study is based on the previous research results of students' participation in mathematics classroom. The main conclusions of this research are as follows: (1) the evaluation criteria of high school mathematics teachers' participation mainly focus on students' behavior participation and cognitive participation, and pay little attention to students' emotional participation; The attribution of students' non-participation is concentrated on the students' own factors; (2) the participation degree of the students in senior two mathematics classroom is not different in the behavior, emotion and cognition. The participation degree of the general science class is higher than that of the experimental class, but the participation degree of the liberal arts experimental class is higher than that of the ordinary students. (3) the influencing factors are different in different types of participation. Students' self-efficacy is the main influencing factor of behavior participation, and teachers' attention to students' learning is the most important factor to affect students' emotional participation. Parents' concern for their children's learning is the main influencing factor of students' cognitive participation.
【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
【参考文献】
相关期刊论文 前2条
1 曾琦;小学生课堂参与的类型研究[J];心理发展与教育;2001年02期
2 曾琦;;小学生课堂参与的角色差异[J];教育研究与实验;2000年02期
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