预初学生数学焦虑成因分析及应对策略研究

发布时间：2018-06-22 02:23

本文选题：预初学生 + 数学焦虑　；参考：《上海师范大学》2017年硕士论文

【摘要】：数学焦虑是一种消极的学业情绪,数学焦虑过度会影响学生的自我认知过程,进而对学生的数学学习产生不利影响。现阶段,国内外相关学者对于数学焦虑的研究主要集中在初高中阶段学生的数学焦虑现状调查及原因分析,对于缓解数学焦虑状态的应对策略及实施方法很少提及。处于小升初过渡阶段的预初学生,由于自身心智发展、与人相处及所处环境的改变、数学内容的深化等因素对其施加以影响,使其产生明显的数学焦虑状态,严重影响到了预初学生的数学学习。针对这一现状,本研究将对预初年级学生的数学焦虑现状进行调查,分析原因,提出策略。为了解现阶段预初年级学生的数学焦虑现状,本研究以学习动机理论、数学教育心理学为理论指导,结合现阶段预初学生的心理特点以及生活情况制定预初学生数学焦虑量表,通过对上海市宝山区两所九年一贯制学校的预初年级学生共178人进行了问卷调查。在确定两学校学生数学焦虑情况无显著性差异的基础上,分析得出现阶段预初学生数学焦虑现状,结合相应结果制定访谈提纲,再次分析访谈记录提出缓解预初学生数学焦虑的应对策略。具体研究如下:1、数学焦虑现状调查预初学生数学焦虑总体处于中等偏上水平;选取的两样本学校预初学生的数学焦虑情况不存在显著性差异;总体水平下预初学生数学焦虑存在显著性性别差异,女生数学焦虑情况高于男生;不同维度下数学考试焦虑程度高于数学学习焦虑、数学问题解决焦虑;预初学生数学焦虑与数学成绩成负相关关系,即焦虑水平越高,数学成绩越低;2、数学焦虑成因分析致使预初学生产生数学焦虑的原因大体分为三个方面:一是个人因素,包括心理、智力、其他三个方面;二是环境因素,包括班级环境及家庭环境;三是学科自身特点。3、数学焦虑应对策略研究本研究从预初学生数学焦虑的学习焦虑、问题解决焦虑、考试焦虑三个维度上实施策略进行缓解,分别以学生层面、学校层面、家庭层面为着手点。
[Abstract]:Mathematics anxiety is a kind of negative academic emotion. Excessive mathematics anxiety will affect students' self-cognition process, and then have a negative impact on students' mathematics learning. At present, the research on mathematics anxiety is mainly focused on the investigation and cause analysis of mathematics anxiety of middle and high school students, and the coping strategies and implementation methods to alleviate mathematics anxiety are seldom mentioned. At the stage of transition from small to high, the pre-primary students, due to their own mental development, the change of their environment, the deepening of mathematical content, and so on, exert an influence on them, thus causing them to have an obvious state of mathematical anxiety. It seriously affected the mathematics study of the preliminary students. In view of this situation, the present study will investigate the present situation of mathematics anxiety of pre-primary students, analyze the reasons and put forward strategies. In order to understand the present situation of mathematics anxiety of pre-primary students, the present study was guided by the theory of learning motivation and mathematics educational psychology, combined with the psychological characteristics and living conditions of the pre-junior students, and developed the mathematics anxiety scale for pre-primary students. A questionnaire survey was conducted among 178 pre-primary students in two nine-year schools in Baoshan District, Shanghai. On the basis of determining that there is no significant difference in mathematics anxiety between the two schools, this paper analyzes the present situation of mathematics anxiety of students at the present stage, and formulates an interview outline combining with the corresponding results. Thirdly, the interview records were analyzed and the coping strategies were put forward to alleviate the mathematics anxiety of the students. The specific research is as follows: 1. The present situation of mathematics anxiety is investigated. The mathematics anxiety of the pre-primary students is generally at the middle level, and there is no significant difference between the two sample schools. There is significant gender difference in mathematics anxiety of students at the general level, the mathematics anxiety of female students is higher than that of boys, the degree of mathematics test anxiety is higher than that of mathematics learning anxiety in different dimensions, and the anxiety of solving mathematical problems is higher than that of students in different dimensions. There is a negative correlation between mathematics anxiety and mathematics achievement, that is, the higher the anxiety level is, the lower the mathematics achievement is. Including psychological, intelligence, other three aspects; second, environmental factors, including class environment and family environment; third, the characteristics of the discipline. 3. Mathematics anxiety coping strategies. The implementation strategies of problem solving anxiety and test anxiety are alleviated in the aspects of students, schools and families.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

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