表现性评定对数学自我效能与问题解决能力关系影响的实验研究

发布时间：2018-06-26 08:22

本文选题：表现性评定 + 课程嵌入型表现性评定　；参考：《教育学报》2013年02期

【摘要】：采用追踪实验研究的方式,以335名初中一年级学生为研究对象,探索课程嵌入型表现性评定对数学自我效能与数学问题解决能力之间关系的影响。结果表明:①无论是实验班还是控制班,数学自我效能及其分效能即日常生活中数学任务分效能、数学相关课程分效能、数学学业问题解决分效能均对数学问题解决能力产生显著性影响,两者在影响效果间不存在显著性差异;②实验班数学问题解决能力对数学自我效能及日常生活中数学任务分效能产生了显著影响,控制班则未产生显著影响,两者在影响效果方面具有显著性差异;③实验班、控制班的数学问题解决能力均对数学相关课程分效能、数学学业问题解决分效能产生显著影响,两者在影响效果方面不存在显著性差异。
[Abstract]:In this paper, 335 first-year junior middle school students were studied by means of tracing experiment to explore the effect of curriculum embedded performance evaluation on the relationship between mathematical self-efficacy and mathematical problem-solving ability. The results show that both the experimental class and the control class have mathematical self-efficacy and sub-efficacy, that is, in daily life, mathematical task is sub-efficiency, mathematics related course is sub-efficiency. Mathematics academic problem-solving sub-efficacy has a significant impact on mathematical problem-solving ability, and there is no significant difference between them. (2) the mathematical problem-solving ability of the experimental class has a significant effect on the self-efficacy of mathematics and the sub-efficacy of the mathematics task in daily life, but the control class has no significant effect on the effect. There is a significant difference between the two groups in the effect of the effect. The ability of mathematical problem-solving in the control class has a significant effect on the performance of mathematics related courses and mathematics academic problem-solving, but there is no significant difference in the effect between them.
【作者单位】：北京教育科学研究院基础教育教学研究中心;北京师范大学心理学院;
【基金】：北京市教育科学研究规划“十一五”重点课题“北京市高中新课程模块学业评价的实验研究(课题批准号:AHA07119)”的研究成果
【分类号】：O1-4;G444

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