小学中高年级学生数学元认知和数学成绩的关系：家庭环境纷杂度的调节作用

发布时间：2018-01-27 09:56

本文关键词： 家庭环境纷杂度数学元认知数学成绩　出处：《山东师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：数学学习成绩是考察儿童数学学习状态和水平的重要指标之一。已有研究发现,个体的学习成绩既受自身因素的影响,也受环境因素的影响。中高年级小学生的元认知正处在迅速发展的时期,元认知水平对个体学习的影响会越来越明显,多项研究表明,小学生的数学元认知与数学成绩之间有显著正相关。但如前所述,影响儿童学习成绩的不仅有其自身的认知因素,还有不容忽视的环境因素,对于小学儿童来说,家庭环境因素对其学习成绩的影响也是广泛而深远的。因此,本研究试图考察个体自身因素与所处家庭环境因素对其学习成绩的共同作用。家庭环境纷杂度是我们关注的家庭环境指标,与其他因素相比,家庭环境纷杂度代表了儿童家庭环境的一个独特方面,主要是指居家环境拥挤、嘈杂、家庭生活缺乏秩序性等等。作为儿童成长的客观背景,家庭环境纷杂度可能在数学元认知与数学成绩之间起到调节作用。本研究采用数学元认知量表及家庭环境纷杂度量表(CHAOS,Confusion,Hubbub and Order Scale),调查了568名3-6年级学生及其家长,研究了小学中高年级学生的数学元认知与数学成绩的特点以及二者之间的关系,探讨了家庭环境纷杂度对中高年级小学生数学元认知及数学成绩的关系的调节作用。研究结果如下:1.中高年级小学生数学元认知各维度的性别主效应显著,女生数学元认知的自我意象、自我调节、策略选择和动机维度显著好于男生。2.数学元认知各维度与家庭环境纷杂度和小学生数学成绩均存在相关:数学元认知自我意象、策略选择和动机与家庭环境纷杂度显著负相关,自我调节与家庭环境纷杂度显著正相关;数学元认知自我意象、自我调节、策略选择和动机与学生数学成绩均存在显著正相关;家庭环境纷杂度与学生数学成绩负相关。3.数学元认知的自我意象、策略选择维度能显著正向预测中高年级小学生的数学成绩;家庭环境纷杂度能显著负向预测中高年级小学生的数学成绩。4.家庭环境纷杂度在策略选择和中高年级小学生数学成绩之间起到了一定的调节作用。随着儿童策略选择水平的升高,儿童的数学成绩也明显升高,但在低家庭环境纷杂度的背景下,儿童的数学成绩提高的更明显些。最后,结合本研究结果和以往研究,讨论分析了数学元认知与儿童数学成绩间的作用机制,提出了有关降低家庭环境纷杂度和提高儿童数学成绩方面的教育建议。
[Abstract]:Mathematics achievement is one of the important indicators to investigate children's mathematics learning state and level. It has been found that individual learning achievement is affected by their own factors. The metacognition of primary and middle school students is in a period of rapid development, and the influence of metacognition level on individual learning will be more and more obvious, many studies show. There is a significant positive correlation between pupils' mathematical metacognition and mathematical achievement, but as mentioned earlier, there are not only their own cognitive factors, but also environmental factors that can not be ignored. For primary school children, the impact of family environmental factors on their academic performance is also widespread and far-reaching. This study attempts to investigate the interaction between individual factors and family environmental factors on their academic performance. Family environment complexity is the family environment indicators we pay attention to, compared with other factors. Family environment complexity represents a unique aspect of children's family environment, mainly refers to the crowded, noisy, family life lack of order and so on. As an objective background for children to grow up. Family environment complexity may play a regulatory role between mathematical metacognition and mathematical achievement. Hubbub and Order scale, a survey of 568 3-6 graders and their parents. This paper studies the characteristics of mathematics metacognition and mathematics achievement and the relationship between them. The effect of family environment complexity on the relationship between mathematics metacognition and mathematics achievement of primary and middle school pupils was discussed. The results are as follows: 1. The gender main effect of mathematics metacognition in middle and high school pupils is significant. Female students' mathematical metacognition of self-image, self-regulation. The dimensions of strategy choice and motivation are significantly better than boys. 2. There is a correlation between the dimensions of mathematical metacognition and the complexity of family environment and the mathematics achievement of primary school students: mathematical metacognitive self-image. Strategic choice and motivation are negatively correlated with family environment complexity, and self-regulation is positively correlated with family environment complexity. Mathematics metacognitive self-image, self-regulation, strategy choice and motivation have significant positive correlation with students' mathematics achievement. Thirdly, the self-image of mathematical metacognition and the dimension of strategy choice can significantly predict the mathematics achievement of middle and senior primary school students; The degree of family environment clutter can significantly predict the mathematics scores of middle and high grade pupils. 4. Family environment complexity plays a certain role in regulating the choice of strategies and the mathematics achievement of middle and high grade pupils. Increased level of strategy selection. Children's math scores also increased significantly, but in the context of low family environment complexity, children's math scores improved more significantly. Finally, combined with the results of this study and previous studies. This paper discusses and analyzes the mechanism of action between mathematical metacognition and children's mathematical achievement, and puts forward some educational suggestions on reducing the complexity of family environment and improving children's mathematical achievement.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842

【参考文献】