生物个性化作业对农村学生学习兴趣和情绪智力的影响研究

发布时间：2018-07-21 08:54

【摘要】：目的:基于农村高中学生学习兴趣和情绪智力的实证研究的缺乏,以及高中新课程改革中尊重学生个体差异的需要,本研究通过设计一套具有趣味性、层次性、实践性、综合性、开放性的生物个性化作业,对高一学生进行团体干预实验,希望能使同学们从中体验到作业的乐趣,从而达到提高学习兴趣和情绪智力的目的。方法:本研究采用等组实验设计,选取安化县一中两个自然班为研究对象,对实验组进行自行设计的生物个性化作业干预。实验前后均采用江Z诒嘀频摹吨醒镅靶巳さ鞑楸怼贰chutte等人修订的《情绪智力量表》和生物成绩考察学生的学习兴趣、情绪智力及生物成绩进行比较。结果:1.干预前:实验组和控制组学生在学习兴趣、情绪智力和生物成绩总分及各维度上均无显著差异,表明所选两个自然班为等组。2.实验后:实验班干预前后测的学习兴趣总分(t=2.17,p0.05)、情绪智力总分(t=-2.65,p0.05)和生物学科成绩(t=-6.23,p0.001)差异显著;控制班在学习兴趣水平和情绪智力水平上不存在显著差异,而生物学科成绩(t=-3.90,p0.001)差异显著。3.追踪结果:实验班前测与追踪测在学习兴趣(t=2.63,p0.05)、情绪智力(t=-3.35,p0.01)和生物成绩总分(t=-8.24,p0.001)差异显著,后测与追踪测无显著差异。结论:1.生物个性化作业提高了农村学生的学习兴趣、情绪智力水平和生物学科成绩;2.生物个性化作业方案具有一定干预效果,且干预效果具有一定的稳定性。
[Abstract]:Objective: based on the lack of empirical research on learning interest and emotional intelligence of rural senior high school students, and the need to respect students' individual differences in the new curriculum reform of senior high school, this study has designed a set of interesting, hierarchical and practical. The comprehensive and open biological individualized work, the group intervention experiment to the senior high school students, hope to make the students experience the fun of the homework, and thus achieve the purpose of improving the learning interest and emotional intelligence. Methods: two natural classes in Anhua County were selected as the research objects and the experimental group was designed to carry out self-designed biological individualized work intervention. Before and after the experiment all use Jiang Z frequency copy ton wake up? Americium? The scale of emotional Intelligence revised by Erchutte et al. Was compared with the biological scores of students' learning interest, emotional intelligence and biological scores. The result is 1: 1. Before intervention, there was no significant difference in the total scores of learning interest, emotional intelligence and biological scores between the experimental group and the control group, indicating that the two natural classes were equal group. 2. After the experiment, there were significant differences in the total score of learning interest (t = 2.17p 0.05), the total score of emotional intelligence (t = 2.65p 0.05) and the score of biology subject (t = -6.23 / p0.001) before and after intervention in the experimental class, but there was no significant difference in the level of learning interest and emotional intelligence between the control class and the control class. However, the score of biology (t-3. 90 p. 001) was significantly different (t-3. 90 P 0. 001). The results showed that there were significant differences in learning interest (tr 2.63), emotional intelligence (t) -3.35 (p0.01) and total biological score (t -8.24 P 0.001) between the experimental class and the experimental class, but there was no significant difference between the post-test and the follow-up test. Conclusion 1. The study interest, emotional intelligence level and biological subject score of rural students were improved by individualized biological work. The biological individualized operation plan has certain intervention effect, and the intervention effect has certain stability.
【学位授予单位】：湖南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B848

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