初中生数学学习中选择性注意水平的调查研究

发布时间：2018-05-03 17:15

本文选题：初中生 + 数学学习　；参考：《山东师范大学》2017年硕士论文

【摘要】：数学是学生掌握知识、发展能力的一门重要学科。每个阶段的数学学科包含不同领域的知识内容。初中阶段,学生们要接受的数学知识开始抽象、复杂,具体包含数与代数、空间与图形、统计与概率、实践与综合运用四大领域。然而在初中这一阶段,学生的学习时间和精力是有限的,学生的认知水平也是有限的,面对纷繁复杂的数学知识,要想保证学生能够掌握初中阶段必要的,新课标要求的基本知识和技能,并且在中考的考核机制下取得良好的成绩,学生就必须发挥主体意识,根据课标要求,结合自己的能力,将有限的注意资源合理分配、集中在学科的重点和难点知识上。这就要求学生在学习的过程中要具有一定的选择性注意能力,培养必要的选择性注意策略,教师在教学过程中也要适当地引导和激发学生提高自己的选择性注意水平并培养相应的策略。本文就在前人研究的基础上对初中阶段的学生的选择性注意水平进行调查,了解学生的选择性注意水平的现状,并且将选择性注意的相关理论与数学学科的教学联系起来,提供一些教学建议以改进教学。首先,在本研究中,笔者通过查阅文献的方法对选择性注意的相关理论研究进行阐述,对选择性注意的内涵、作用机制、理论模型、相关策略以及在学科教学的相关应用等进行概括,并在此基础上,笔者对数学学习中的选择性注意进行了理论构建,对选择性注意进行了相关概念的界定,对选择性注意进行了分类,并且给出了选择性注意的四个品质。其次,笔者编制了体现学生选择性注意水平的相关测验问卷,对初中生(初二、初三)进行调查,了解不同年级、不同性别、不同成绩的学生数学学习中选择性注意水平的现状;此外,本文还采用访谈的方式随机地对调查学校的部分数学教师进行访谈,旨在了解教师的教学方式、教学内容、以及学生的学习表现(包括课堂、课下的表现)等等;最后通过SPSS、EXCELL软件对统计的结果进行分析,得出以下结论:(1)在解决数学问题上,不同年级、不同成绩的学生选择性注意水平存在显著性差异;(2)在选择性注意策略的应用上,初中生的策略应用情况不容乐观,其中不同年级、不同成绩的学生选择性注意策略的应用情况也大不相同。最后,根据以上分析可得学生的选择性注意水平与学习成绩呈现明显的正相关。可见,选择性注意对于促进学生的高效学习、提高学生的学习成绩意义重大。因此,笔者最后对教学进行深刻的反思并给出了具体的教学建议。并且指出:教师应当在具体的教学过程中,根据具体的教学内容,选择适当的教学方式合理组织教学,引导学生对学习内容的选择性注意;引导学生通过学习目标、问题串来明确学习的重点内容;要注重培养和训练学生的选择性注意能力,注重学生的选择性注意策略的应用。从而提高学生的选择性注意能力,调动学生学习的主体性,为学生今后的数学学习培养良好的学习习惯。
[Abstract]:Mathematics is an important subject for students to master knowledge and develop ability. Each stage of mathematics includes knowledge content in different fields. Junior middle school stage, the mathematics knowledge that students want to accept begins to abstract, complex, including the number and algebra, space and graphics, statistics and probability, practice and comprehensive use of four major fields. However, in junior high school In the first stage, the students' learning time and energy are limited and the students' cognitive level is limited. In the face of complicated and complicated mathematical knowledge, it is necessary to ensure that students can grasp the basic knowledge and skills required by the junior middle school and the new curriculum standard. And the students have to make good results in the examination system of the middle school, and the students must give full play to the main body. Consciousness, according to the requirements of the curriculum standard, combined with the ability of our own, to allocate the limited attention resources rationally and concentrate on the key and difficult knowledge of the subject. This requires the students to have certain selective attention in the process of learning, to cultivate the necessary selective attention strategy, and to guide and stimulate the teachers properly in the course of teaching. On the basis of previous studies, this paper investigates the selective attention level of junior middle school students on the basis of previous studies to understand the status of students' selective attention level, and links the relevant theories of selective attention with the teaching of mathematics, and provides some of them. In this study, in this study, the author expounds the relevant theoretical research on selective attention in this study, summarizes the connotation of selective attention, the mechanism of action, the theoretical model, the related strategies and the related application in the course of teaching, and on this basis, the author is on the basis of the study of mathematics. The selective attention was constructed, the concept of selective attention was defined, the selective attention was classified, and the four qualities of selective attention were given. Secondly, the author compiled a questionnaire to reflect the students' selective attention level, and investigated the junior middle school students (junior two, junior three) and understand the difference. In addition, the interview is used to interview some of the math teachers in the school, in order to understand the teaching methods, the content of the teaching, and the performance of the students (including the classroom, the performance under the class) and so on. Through the analysis of the statistical results by SPSS and EXCELL software, the following conclusions are drawn: (1) there are significant differences in the selective attention level of students of different grades and grades in solving mathematical problems. (2) the application of selective attention strategy is not optimistic, among which the different grades and grades are different. The application of selective attention strategy is very different. Finally, according to the above analysis, the students' selective attention level has a positive correlation with the academic achievement. Therefore, selective attention is very important to promote the students' efficient learning and improve the students' learning achievement. In the course of specific teaching, it is pointed out that teachers should organize teaching rationally according to the specific teaching content, choose appropriate teaching methods, guide students' selective attention to the content of learning, guide students to clear the key content of learning through learning goals and problems, and pay attention to training and training. Training students' selective attention ability and paying attention to the application of students' selective attention strategy, thus improving the students' selective attention ability, mobilizing the subjectivity of students' learning, and cultivating good learning habits for the students' future mathematics learning.

【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】：G633.6

【参考文献】