基于ARCS模型的初中数学活动设计研究

发布时间：2018-04-18 08:54

本文选题：ARCS模型 + 数学活动　；参考：《华中师范大学》2016年硕士论文

【摘要】：数学应用十分广泛,数学学习也十分重要。数学概念、定义、定理、公式等都是他人的认识成果、间接的经验,是很抽象的、不容易理解的。对于抽象知识的理解需要建立起直观形象,帮助学习者积累感性经验,提高已有的认识水平来理解抽象的数学。因此,数学活动对于数学学习具有十分大的帮助。目前,很多学生学习数学的动机不足,也无法从数学学习中获得成就感。所以,从学习动机的角度来审查数学活动的设计就很有必要了。ARCS模型是科勒根据学生在教学过程中的期望和对学习成果的预料总结出来的,其主要目标是激发与维持学生的学习动机。ARCS是指影响动机水平的四个影响因素：注意,相关,自信,满意,它提供了教学设计的具体参考流程。按照ARCS模型的研究流程,可以简单的完成学生学习动机的激发,可以确保教学设计的严谨而高效。本文以咸宁市咸安实验中小学初一年级(4)班和(5)班,其中(4)班为实验组,参与者共58人,(5)班为对照组,参与问卷调查的共71人。首先,通过问卷调查对学习者进行分析,分析其知识技能和学习动机；其次,从ARCS模型提供的策略中选择一些有针对地使用：再次,按照这些策略,以教材或学习材料为基础,不断修改和完善数学活动设计,把激励策略运用在活动教学过程中；最后,活动结束后,再次对学生学习动机进行调查评估。研究结果表明,1、实验组在遇到数学难题乐意去解决的动机、相信自己努力就能学好数学的自信心以及成功所产生的内在激励这三项偏低。即学生的探究精神和通过努力探究获得成功的体验不足。2、实验组在实验之前各项学习动机均低于对照组。3、实验过后,实验组的注意力和满意度均有提升。由注意提升而带来的学生对学习的关注已经带来了正向满意度反馈,如果继续按照这种教学模式实施下去,相信注意力会进一步转化为学习兴趣,从而促使学习更加主动,带来学习成绩的改变,从而加强学生学习的自信心。
[Abstract]:Mathematics is widely used, and mathematics learning is also very important.Mathematical concepts, definitions, theorems, formulas, etc., are other people's cognitive achievements, indirect experience, is very abstract, not easy to understand.To understand abstract knowledge, it is necessary to establish an intuitive image to help learners accumulate perceptual experience and improve their existing cognitive level to understand abstract mathematics.Therefore, the mathematics activity has the very big help to the mathematics study.At present, many students do not have enough motivation to learn mathematics.Therefore, it is necessary to review the design of mathematical activities from the perspective of learning motivation. The ARCS model is summed up by Kohler according to the expectations of students in the teaching process and the expected learning results.The main goal is to stimulate and maintain the students' learning motivation. ARCS refers to the four influencing factors: attention, correlation, self-confidence and satisfaction, which provide the concrete reference flow of the teaching design.According to the research flow of ARCS model, students' motivation can be easily stimulated, and the design of teaching can be rigorous and efficient.In this paper, the first grade of Xianning experimental primary and middle school, grade 4) and the class No. 5) were taken as the experimental group, the participants were 58 participants as the control group, and 71 participants participated in the questionnaire survey.First of all, the learners are analyzed by questionnaire to analyze their knowledge, skills and motivation. Secondly, the strategies provided by the ARCS model are selected to be used in a targeted way: thirdly, according to these strategies, textbooks or learning materials are used as the basis.Constantly modify and perfect the mathematics activity design, apply the incentive strategy in the activity teaching process; finally, after the activity is finished, carry on the investigation and evaluation to the student's learning motivation again.The results show that the experimental group is low in its motivation to solve mathematical problems, its confidence in learning mathematics well and its intrinsic motivation for success.That is to say, the students' spirit of inquiry and the experience of success through hard exploration are not enough. The learning motivation of the experimental group is lower than that of the control group before the experiment. After the experiment, the attention and satisfaction of the experimental group are improved.The students' attention to learning from attention raising has brought positive satisfaction feedback. If we continue to follow this teaching model, we believe that attention will be further transformed into learning interest, which will lead to more active learning.Bring about the change of academic achievement, thus strengthen the students' self-confidence in learning.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6

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