高二学生立体几何学习信念研究

发布时间：2018-04-01 17:23

本文选题：高二学生　切入点：数学信念　出处：《湖南师范大学》2016年硕士论文

【摘要】：在数学学习过程中,每个学生都有自己的信念,它指导着学生的数学学习活动、方式、行为以及对数学的评价.实施有效的教学,评价学生的数学成就和了解学生的数学学习过程,必须关注学生的数学学习信念.高中数学知识分为函数、几何、导数等板块,学生在学习各板块知识时所持有的数学学习信念有所差异.于此,基于我国关于学生数学信念各方面的研究,选取立体几何为载体,研究高中生的立体几何学习信念.通过梳理已有的学生数学信念的研究文献和深入了解高中生学好立体几何的学习期待,本研究构建了立体几何学习信念理论模型,初步编制《高中生立体几何学习信念量表》,以此来了解高二学生立体几何学习信念现状;通过分析高二学生立体几何学习信念的性别间差异、文理科间差异以及学校间差异,研究得出如下结论:高二学生立体几何学习信念整体处于较为积极的水平;就各维度而言,维度一关于立体几何知识的信念、维度二关于立体几何学习的信念以及维度四关于立体几何教学环境的信念均处于较为积极的水平,而维度三关于学生立体几何学习中自我认识信念的积极水平略低;高二学生立体几何学习信念性别差异显著,男生信念积极水平高于女生;高二学生立体几何学习信念文理科差异不显著;高二学生立体几何学习信念学校间差异显著,市重点学校积极水平高于县级普通中学.基于高二学生立体几何学习信念现状,为提高学生信念水平,提出如下培养建议:第一、在立体几何学习过程中积极开展阶段性的自我评价和相互评价活动,帮助学生正确认识自我;第二、通过立体几何教学实践活动,体现立体几何社会文化价值,培养学生的立体几何学习兴趣;第三、开展跨地域校际交流,使资源得到最大化利用,优化学生立体几何学习环境.
[Abstract]:In the process of learning mathematics, every student has his own belief, which guides students' learning activities, ways, behaviors and evaluation of mathematics. In order to evaluate students' mathematics achievement and understand students' mathematics learning process, we must pay attention to students' mathematical learning beliefs. Senior high school mathematics knowledge is divided into function, geometry, derivative and so on. Students hold different beliefs in mathematics learning when they learn knowledge from different sections. Therefore, based on the research on students' mathematical beliefs in our country, the solid geometry is chosen as the carrier. This paper studies the learning beliefs of high school students in solid geometry. By combing the existing research literature of students' mathematical beliefs and deeply understanding the learning expectations of high school students to learn solid geometry, this study constructs a theoretical model of learning beliefs in solid geometry. In order to understand the present situation of high school students' learning beliefs in solid geometry, the author makes a preliminary study of the scale for High School students' Stereo Geometry Learning beliefs, and analyzes the differences between sexes, arts and sciences subjects and schools of senior two students in learning stereo geometry beliefs. The conclusion of the study is as follows: the learning beliefs of senior two students are at a positive level as a whole, and as far as each dimension is concerned, the belief of dimensionality one about the knowledge of solid geometry, The beliefs of dimensionality 2 about solid geometry learning and dimension 4 about the teaching environment of solid geometry are all in a positive level, while the positive level of self-cognition beliefs of students in dimension 3 is slightly lower; There were significant differences between male and female students in stereo geometry learning beliefs, while there was no significant difference between male and female students in stereo geometry learning beliefs, while there was no significant difference between senior two students in solid geometry learning beliefs in arts and science, and there were significant differences among senior two students in solid geometry learning beliefs. The positive level of city key schools is higher than that of county-level ordinary middle schools. Based on the present situation of students' learning beliefs in stereo geometry, in order to improve the level of students' beliefs, the following suggestions are put forward: first, In the process of learning solid geometry, we actively carry out periodic self-evaluation and mutual evaluation activities to help students understand themselves correctly. Second, through the practice of teaching solid geometry, we can embody the social and cultural value of solid geometry. Third, develop cross-regional communication between schools to maximize the utilization of resources and optimize the learning environment for students.
【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】：G633.6

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