小学高年级学生数学错题管理策略的干预研究

发布时间：2018-08-15 12:32

【摘要】：学校心理健康教育不但关注学生的错误认知、不良情绪和行为问题等,而且也将心理学与其他学科进行相互渗透,以提高学生的学习成绩。其尤为关注中学生的数学错题管理能力,但更应重视小学生的数学错题管理能力的培养,以从小培养学生良好的学习习惯,降低学生的数学焦虑,提高学习效率,改善学习效果,促进学习兴趣。以往关于错题管理的研究中,更多是对初高中各科错题管理现状的调查以及错题管理与学业成绩的关系研究,很少对错题管理进行干预的实验研究。目前针对错题管理进行干预的研究中,研究者往往从错题管理的整体能力出发,而很多研究表明学生对错题都很重视,错题管理的态度也非常积极,在学习上也会对错题进行收集与整理,但在错题管理的策略上表现得比较欠缺。因此,本研究拟以元认知策略教学为基础,设计并实施以促进小学高年级学生数学错题管理策略为目标的适合班级教学情境的训练课程。小学高年级学生数学错题管理策略的训练课程框架为：首先从认知角度引导学生,“理解”错题的价值；然后“陈述”哪些错题需要错题管理,并把需要管理的错题“建构”成错题集并分析原因；其次决定要用什么“策略”分析错题,运用正确方法“解答”出来；最后“审查”错题分类、订正与管理的正确性。训练课程实施时间为两个月,随机抽取西安市黄河小学五年级的两个班级为实验班和对照班,其中实验班开展基于元认知理论的小学高年级学生数学错题管理策略训练课程,对照班则进行数学自习。改编刘儒德编制的中学生错题管理量表为小学生错题管理量表,进行前测和后测,分析学生干预前后的数学成绩,并得出以下的结论：一、相比错题管理行为,小学高年级学生在数学错题管理策略方面表现较弱,错题管理策略分数显著地低于错题管理行为。二、小学高年级学生数学错题管理行为和错题管理策略两个方面都没有显著的性别差异。三、小学高年级学生数学错题管理策略与数学学业成绩呈现显著的正相关。四、实验班错题管理策略得分和数学学习成绩前、后测差异显著,对照班前后测则无显著差异,且实验组、对照组前后测数据差值差异显著。因此,干预课程提高了学生对错题管理策略的掌握,也促进了学生的数学成绩,说明小学高年级学生数学错题管理策略的干预课程是有效的。
[Abstract]:School mental health education not only pays attention to students' wrong cognition, bad emotion and behavior problems, but also infiltrates psychology with other subjects to improve students' academic achievement. It pays special attention to the management ability of middle school students, but it should pay more attention to the cultivation of students' management ability in order to cultivate students' good study habits, reduce students' mathematics anxiety and improve their learning efficiency. Improve the effect of learning, promote learning interest. In the previous research on misquestion management, it is more about the investigation of the current situation of misquestion management and the relationship between misquestion management and academic achievement, and there are few experimental studies on the intervention of misquestion management. At present, in the research on the intervention of misquestion management, researchers often proceed from the overall ability of misquestion management, and many studies show that students attach great importance to misquestions, and the attitude of misquestion management is also very positive. It also collects and arranges the wrong questions in the study, but it lacks in the strategy of the wrong question management. Therefore, on the basis of metacognitive strategy teaching, this study intends to design and implement a training course which is suitable for class teaching situation with the goal of promoting the management strategies of mathematics misquestions among senior primary school students. The framework of the training curriculum for the management strategy of mathematical misquestions for senior students in primary schools is as follows: first, to guide students from a cognitive perspective, "to understand" the value of misquestions, and then to "state" which misquestions need misquestion management. The misquestions that need to be managed are "constructed" and the causes are analyzed; secondly, it is decided what "strategy" to use to analyze the wrong problems, and the correct method is used to "solve" them; finally, the "review" of the wrong questions is classified, revised and managed correctly. The training course was carried out for two months. Two classes in grade 5 of Yellow River Primary School in Xi'an City were randomly selected as experimental class and control class. Among them, the experimental class carried out the training course of management strategy of mathematical misquestions for senior students based on metacognitive theory. The control class carries on mathematics self-study. This paper adapts Liu Rude's middle school students' misquestion management scale to primary school students' misquestion management scale, carries on the pre-test and post-test, analyzes the students' mathematics achievement before and after the intervention, and draws the following conclusions: first, compared with the misquestion management behavior, The students in the grade of primary school are weak in the management strategy of the wrong problem in mathematics, and the score of the management strategy of the wrong question is significantly lower than the behavior of the management of the wrong question. Second, there is no significant gender difference in the management behavior and strategy of the students in the grade of primary school. Thirdly, there is a significant positive correlation between the management strategy of mathematics misquestions and the academic achievement of mathematics. 4. Before the scores of the misplaced questions management strategy and the scores of mathematics study, the difference between the post-test and the control class was significant, and the difference between the experimental group and the control group was significant, and the difference between the experimental group and the control group before and after the test was significant. Therefore, the intervention course improves the students' grasp of the management strategy of the wrong questions, and also promotes the students' mathematics achievement, which shows that the intervention course of the management strategy of the students in the grade of primary school is effective.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G442

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