小学生数学态度、数学参与、数学素养间的关系研究
发布时间：2018-11-06 15:18
【摘要】：伴随着数学价值和作用的日益凸显,学生的数学素养发展越来越受世界各国所重视。我国《义务教育数学课程标准(2011)》指出,“数学是人类文化的重要组成部分,数学素养是现代社会每一个公民应该具备的基本素养”。研究小学生数学态度、数学参与、数学素养间的关系,对数学教育的发展具有重要意义,它不仅可以丰富数学教育心理学理论,还可以指导数学素养教学实践。本研究综合运用了文献法、调查法、统计研究法等研究方法,具体如下：首先采用文献法对相关文献进行了全面的梳理与分析,并在此基础上改编已有数学态度量表和数学参与量表、组编数学素养量表得到本研究之研究工具；然后采用调查法,以四川省某县的237名6年级小学生为被试,进行数据收集、整理；最后采用统计分析法对得到的实证数据进行分析。本研究的主要发现如下：1.小学生数学态度偏高,数学参与与数学素养一般将近有一半的小学生持有积极型数学态度,大约有五分之四的小学生属于中低程度的数学参与,而有五分之一左右的小学生为低水平数学素养。2.数学态度、数学参与、数学素养之任意两者都有显著正相关数学态度与数学参与的相关系数为0.545,达到0.01平水的显著正相关；数学态度与数学素养的相关系数为0.194,达到0.01水平的显著正相关；数学参与与数学素养的相关系数为0.211,达到0.01水平的显著正相关。3.数学参与是数学态度影响数学素养的完全中介数学态度对数学素养的间接作用存在,而数学态度对数学素养的直接作用则不存在,数学态度通过数学参与,间接影响数学素养。最后,本研究针对研究结论,依据相关文献,对小学数学教师、数学教育研究者以及教育行政部门提出建议,以供参考。
[Abstract]:With the increasingly prominent value and function of mathematics, the development of students' mathematics literacy has been paid more and more attention to all over the world. The Mathematics Curriculum Standard of compulsory Education (2011) points out that "Mathematics is an important part of human culture, and mathematics literacy is the basic accomplishment that every citizen should possess in modern society". It is of great significance for the development of mathematics education to study the relationship among mathematics attitude, participation and accomplishment of primary school students. It can not only enrich the psychology theory of mathematics education, but also guide the teaching practice of mathematics literacy. This research has used the literature method, the investigation method, the statistical research method and so on the research method synthetically, as follows: first, has carried on the comprehensive combing and the analysis to the related literature by the literature method. On this basis, the mathematical attitude scale and mathematical participation scale have been adapted to form the mathematical literacy scale to obtain the research tools of this study; Then, 237 grade 6 pupils in a county in Sichuan province were selected for data collection and collation. Finally, the empirical data were analyzed by statistical analysis method. The main findings of this study are as follows: 1. The mathematics attitude of primary school students is on the high side. Almost half of the pupils have positive mathematics attitude, and about 4/5 of the pupils belong to the middle and low degree of mathematics participation. And there are about 1/5 primary school students for a low level of mathematical literacy. 2. Mathematical attitude, mathematical participation, mathematical literacy of any of the two have significant positive correlation mathematical attitude and mathematical participation of the correlation coefficient is 0.545, reaching 0.01 level of significant positive correlation; The correlation coefficient between mathematical attitude and mathematical literacy was 0.194, which reached 0.01 level, and the correlation coefficient between mathematical participation and mathematical literacy was 0.211, which reached 0.01 level. Mathematical participation is the indirect effect of mathematical attitude on mathematical literacy, but the direct effect of mathematical attitude on mathematical literacy does not exist. Mathematical attitude indirectly affects mathematical literacy through mathematical participation. Finally, according to the relevant literature, this study makes suggestions to primary school mathematics teachers, mathematics education researchers and educational administrative departments for reference.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
[Abstract]:With the increasingly prominent value and function of mathematics, the development of students' mathematics literacy has been paid more and more attention to all over the world. The Mathematics Curriculum Standard of compulsory Education (2011) points out that "Mathematics is an important part of human culture, and mathematics literacy is the basic accomplishment that every citizen should possess in modern society". It is of great significance for the development of mathematics education to study the relationship among mathematics attitude, participation and accomplishment of primary school students. It can not only enrich the psychology theory of mathematics education, but also guide the teaching practice of mathematics literacy. This research has used the literature method, the investigation method, the statistical research method and so on the research method synthetically, as follows: first, has carried on the comprehensive combing and the analysis to the related literature by the literature method. On this basis, the mathematical attitude scale and mathematical participation scale have been adapted to form the mathematical literacy scale to obtain the research tools of this study; Then, 237 grade 6 pupils in a county in Sichuan province were selected for data collection and collation. Finally, the empirical data were analyzed by statistical analysis method. The main findings of this study are as follows: 1. The mathematics attitude of primary school students is on the high side. Almost half of the pupils have positive mathematics attitude, and about 4/5 of the pupils belong to the middle and low degree of mathematics participation. And there are about 1/5 primary school students for a low level of mathematical literacy. 2. Mathematical attitude, mathematical participation, mathematical literacy of any of the two have significant positive correlation mathematical attitude and mathematical participation of the correlation coefficient is 0.545, reaching 0.01 level of significant positive correlation; The correlation coefficient between mathematical attitude and mathematical literacy was 0.194, which reached 0.01 level, and the correlation coefficient between mathematical participation and mathematical literacy was 0.211, which reached 0.01 level. Mathematical participation is the indirect effect of mathematical attitude on mathematical literacy, but the direct effect of mathematical attitude on mathematical literacy does not exist. Mathematical attitude indirectly affects mathematical literacy through mathematical participation. Finally, according to the relevant literature, this study makes suggestions to primary school mathematics teachers, mathematics education researchers and educational administrative departments for reference.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.5
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