SOLO理论下高中生学习绝对值的认知水平研究

发布时间：2018-03-12 20:27

本文选题：认知水平　切入点：绝对值　出处：《闽南师范大学》2016年硕士论文　论文类型：学位论文

【摘要】：绝对值在中学数学中有很重要的地位,随着课改的深入,含绝对值的问题也成了一个热点内容,但因初中阶段所学有关绝对值的知识比较简单,导致高中生对于绝对值的学习并不是特别重视,随着学习内容的增加,高中生对于绝对值的相关知识出现不同程度的疑惑。SOLO的英文全称为:Structure of the Observed Learning Outcome,中文的意思为“观察到的学习结果的结构”,本质上是一种认知发展理论。SOLO理论包含五种不同的思维水平:前结构水平,单一结构水平,多元结构水平,关联结构水平,拓展抽象水平。本文主要以SOLO分类理论为指导,用绝对值结合高中阶段各部分知识进行测试题的编制,通过调查问卷等方法对高中生在绝对值学习的认知水平以及其发展进行研究。研究的主要结论是:1、对于绝对值的认知水平有60%左右高中学生在多元结构水平上,20%左右的高中学生在关联结构水平,13%左右的高中生在单结构水平上,3%左右的学生在含有绝对值的题目中能够达到拓展抽象水平,然而也有4%左右的学生对于绝对值完全不理解,不知道绝对值是什么,在前结构水平上。2、对于绝对值无论从几何部分还是代数部分文科学生的作答较理科生来说都弱一点。总体而言高中生对于含绝对值知识的认知水平大体趋势差不多,表现在对于绝对值知识基础不扎实,将绝对值与其他知识联系不灵活。本课题结合SOLO分类理论,笔者希望一线教师能够将其应用到教学中,更好的促进学生的认知发展。
[Abstract]:Absolute value plays an important role in middle school mathematics. With the deepening of curriculum reform, the problem of containing absolute value has become a hot topic, but the knowledge about absolute value in junior high school is relatively simple. As a result, high school students do not attach particular importance to absolute value learning, as the learning content increases, The English name of Solo is: structure of the Observed Learning income, which means "structure of observed learning results", which is essentially a cognitive development theory. There are five different levels of thinking: the pre-structural level, Single structure level, multiple structure level, correlation structure level, expand abstract level. This paper is mainly guided by SOLO classification theory, using absolute value combined with various parts of knowledge in senior high school to compile test questions. The cognitive level and development of high school students in absolute learning were studied by means of questionnaire. The main conclusion of the study is: 1. About 60% senior high school students' cognitive level of absolute value is 20% at the level of multiple structure. About 13% of senior high school students at the level of correlation structure can reach the level of expansion abstraction on the level of single structure, and about 3% of the students can reach the level of abstraction in the problem with absolute value. However, about 4% students do not understand the absolute value at all and do not know what the absolute value is. At the level of prestructure. 2, the answer to the absolute value of liberal arts students is weaker than that of science students, whether in geometry or algebra. In general, the general trend of high school students' cognitive level of knowledge with absolute value is similar. This paper combines the SOLO classification theory, the author hopes that the teachers can apply it to the teaching to promote the students' cognitive development better.
【学位授予单位】：闽南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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