自主学习方式对小学生数学成绩影响的实证研究

发布时间：2018-01-22 18:13

  本文关键词： 自主学习 学习方式 数学成绩 小学数学　出处：《华东师范大学》2016年博士论文　论文类型：学位论文

【摘要】：信息时代的到来和创新人才的培养,呼唤着学生自主性的提高。如何引导学生运用自主的学习方式,有效提高学业成绩并促进素质的全面和谐发展,是当今课程教学改革的难点之一本研究针对小学生的数学学习,从自主学习方式入手,运用实证的方法,探讨不同自主学习方式影响下小学生数学成绩的差异(包括成绩巩固性的差异),并分析性别、年级、日常学习方式取向在影响中的调节作用。研究在查阅并综合大量国内外文献资料的基础上,首先对小学生数学自主学习的现状进行了问卷调查。借鉴齐莫曼等研制的相关自主学习量表,进行了调查量表的指标开发和项目分析,形成了小学生数学自主学习现状的调查问卷,对北京市C区6所小学三年级和五年级共1535名学生开展了问卷调查。数据分析显示,小学生数学自主学习现状良好,学习动机维度水平最高,学习方式维度水平最低。研究接着以北京市C区6所小学一、三、五3个年级共2349名学生为对象开展了等组后测模式的实验。实验对象被分成相同的4组,小学生数学自主学习方式被划分为“教师指导型”、“材料辅助型”、“独立自学型”和“自学讨论型”四种类型,实验对象的每组运用其中一种类型的自主学习方式去学习指定的数学知识(同年级的内容相同),过后对学习效果进行了两次测试(第一次是学完即测,第二次是在两周以后,两次的测试题完全相同)。实验探讨自变量在4种不同处理水平(自主学习方式4种类型)影响下,因变量(数学测试成绩)所形成的差异。根据布鲁姆关于认知目标的新分类,实验还将数学测试水平划分为理解、应用、分析和创造4个层次,以探讨自变量对因变量的影响在不同认知水平上所呈现的特点。同时,实验将性别、年级、日常学习方式取向(分为日常学习方式偏好与日常学习方式应用)作为实验的协变量,考察协变量在实验影响中的调节作用。实验结果显示,“教师指导型”方式影响下的成绩显著高于其他方式影响下的成绩,“独立自学型”方式影响下的成绩巩固性最好,“自学讨论型”方式影响下的成绩巩固性最差。理解水平和创造水平的测试题在不同自主学习方式影响下的成绩没有显著差异,应用水平和分析水平的测试题在不同自主学习方式影响下的成绩具有显著差异。在自主学习方式对小学生数学成绩的影响中,性别变量调节作用不显著,年级变量调节作用显著,日常学习方式偏好调节作用不显著,日常学习方式应用调节作用显著。本研究启示,小学数学教学实践中要改善教师的教育供给,加强教师指导的针对性,注重学习方式的多样化,促进小学生日常学习方式的偏好与应用相统一以更好地提升小学生数学自主学习水平。
[Abstract]:The arrival of the information age and the cultivation of innovative talents call for the improvement of students' autonomy. How to guide students to use autonomous learning methods to effectively improve academic performance and promote the overall and harmonious development of quality. It is one of the difficult points in the reform of curriculum teaching. This study aims at the mathematics learning of primary school students, starts with the way of autonomous learning, and applies the empirical method. To explore the difference of pupils' mathematics achievement (including the difference of consolidation of achievement) under the influence of different autonomous learning style, and to analyze the gender and grade. On the basis of consulting and synthesizing a large amount of literature at home and abroad. First of all, the present situation of mathematics autonomous learning of primary school students was investigated by questionnaire, and the index development and item analysis of the questionnaire were carried out by using the relevant autonomous learning scale developed by Zimmerman and so on. The present situation of mathematics autonomous learning of primary school students was investigated and a questionnaire survey was conducted among 1535 students in grade 3 and grade 5 of 6 primary schools in area C of Beijing. The present situation of mathematics autonomous learning of primary school students is good, the level of learning motivation dimension is the highest, and the learning style dimension level is the lowest. A total of 2349 students in 53 grades were tested in the same post-test model. The subjects were divided into four groups, and the students' autonomous learning style was divided into "teacher-directed". There are four types: "material assistive", "independent self-study" and "self-study discussion". Each group of subjects used one of the types of autonomous learning to learn the specified mathematical knowledge (the content of the same grade is the same, after which the learning effect was tested twice (the first time is the test after learning). The second was two weeks later, and the two tests were exactly the same. The experiment explored the influence of independent variables on four different levels of treatment (autonomous learning style, four types). According to Bloom's new classification of cognitive goals, the level of mathematical test is divided into four levels: understanding, application, analysis and creation. In order to explore the influence of independent variables on dependent variables in different cognitive levels of the characteristics. At the same time, the experiment will be gender, grade. The orientation of daily learning style (including the preference of daily learning style and the application of daily learning style) was used as the covariable of the experiment, and the effect of the covariable on the influence of the experiment was investigated. The results under the influence of "teacher-guided" approach were significantly higher than those under the influence of other ways, and the "independent self-study" mode had the best performance consolidation. Under the influence of the "self-study discussion" approach, the results were the worst. There was no significant difference in the scores of the comprehension level and the creative level under the influence of different autonomous learning styles. There are significant differences between the application level and the analytical level of the test questions under the influence of different autonomous learning styles. In the influence of autonomous learning style on pupils' mathematics performance, the adjustment of gender variables is not significant. Grade variable adjustment function is significant, daily learning style preference regulation role is not significant, daily learning style adjustment effect is significant. This study enlightens, the primary school mathematics teaching practice should improve the teacher's educational supply. We should strengthen the pertinence of teachers' guidance, pay attention to the diversification of learning styles, and promote the unity of preference and application of pupils' daily learning styles in order to better improve the students' level of autonomous learning in mathematics.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2016
【分类号】：G623.5
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本文编号：1455398