高中生学习风格与空间想象力、立体几何成绩的相关性研究
发布时间：2018-10-07 20:03
【摘要】：立体几何是高中数学当中比较独立的内容,它的教学重点是培养学生的空间想象能力,空间想象能力既是一种能力也是一种智力。随着心理学的发展,人们倾向于从信息加工的角度去研究人类智能,而学习风格是学习者对信息加工、吸收和保持时所表现出的特定的方式,二者可能存在交互作用。新课标指出老师要充分尊重学生个体差异,做到因材施教,空间想象能力和学习风格都是影响学生个体差异的因素。本研究就是要通过空间想象能力与学习风格的结合来对高中生进行研究,考察学习风格、空间想象能力和立体几何成绩三者是否具有相关性,根据个别差异因材施教,从而为提高学生的立体几何成绩提供依据。本研究以270名高二学生为被试,以柯勃学习风格测试卷和笔者自编的空间想象能力测试卷、立体几何成绩测试卷为量表,得出以下结论:(1)高中生学习风格人数分布以发散型最多,顺应型次之,集中型最少。学生的学习风格存在性别差异,男生同化型和集中型居多,女生发散型和顺应型居多。高中生学习风格存在文理科差异,发散型和顺应型学生擅长文科类学科的学习,集中型和同化型擅长理科类学科的学习。(2)不同学习风格学生空间想象能力存在差异。从性别的角度讲,男生偏向集中型和同化型,空间想象能力比较强;女生发散型和顺应型居多,空间想象能力比较弱。从不同分数段的角度来讲,集中型学生的优生率最高,发散型学生的差生率最高。(3)不同学习风格学生立体几何成绩存在差异。从性别的角度讲,不同学习风格不同性别学生立体几何成绩存在差异,男生普遍高于女生。从不同分数段的角度来讲,集中型学生的立体几何成绩普遍较高,发散型和顺应型学生的成绩较低,同化型学生的成绩处于中等水平居多。(4)学习风格和空间想象能力的交互作用对立体几何成绩有显著性影响。本文根据柯勃经验学习理论提出如下教学策略:(1)善于识别学生学习风格,提高空间想象能力(2)针对不同学习风格因材施教(3)尊重学习风格性别差异因性施教(4)针对发散型学生,提高立体几何成绩。
[Abstract]:Solid geometry is a relatively independent content in high school mathematics. Its teaching emphasis is to cultivate students' spatial imagination ability, which is not only a kind of ability but also a kind of intelligence. With the development of psychology, people tend to study human intelligence from the perspective of information processing. Learning style is a specific way for learners to process, absorb and maintain information, and there may be interaction between the two. The new curriculum standard points out that teachers should fully respect the individual differences of students and teach students according to their aptitude. The spatial imagination ability and learning style are all the factors that affect the individual differences of students. The purpose of this study is to study high school students through the combination of spatial imagination ability and learning style, to investigate whether learning style, spatial imagination ability and solid geometry scores are related, and to teach students according to their individual differences. So as to improve the results of three-dimensional geometry students to provide the basis. In this study, 270 senior high school students were selected as subjects, the Cobb learning style test paper, the spatial imagination test paper, and the solid geometry test scale, which were developed by the author, were used as the scale. The main conclusions are as follows: (1) the number of students with learning styles in senior high school is most distributed in divergence type, second in adaptation type, and the least in concentration. There are gender differences in students' learning styles, male students are mostly assimilative and centralized, girls are divergent and acclimatized. There are differences in the learning styles of senior high school students in arts and science, divergent and adaptive students are good at learning liberal arts, and centralized and assimilative students are good at learning science. (2) there are differences in spatial imagination ability of students with different learning styles. From the gender point of view, boys tend to concentrate and assimilate, the spatial imagination ability is relatively strong, female students are mostly divergent and adaptive, the spatial imagination ability is relatively weak. From the point of view of different grades, the excellent students rate is the highest and the difference rate is the highest. (3) there are differences in stereo geometry scores among students with different learning styles. From the gender point of view, students with different learning styles and different genders have different results in stereo geometry, and boys are generally higher than girls. From the point of view of different grades, concentrated students generally have higher scores in solid geometry, while students of divergent and adaptive types have lower scores. (4) the interaction between learning style and spatial imagination has a significant effect on the achievement of solid geometry. Based on Cobb's experiential learning theory, this paper puts forward the following teaching strategies: (1) being good at identifying students' learning styles and improving their spatial imagination ability; (2) teaching students with different learning styles according to their aptitude; (3) respecting gender differences in learning styles; (4) teaching students with divergent learning styles. Improve the performance of solid geometry.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2255504
[Abstract]:Solid geometry is a relatively independent content in high school mathematics. Its teaching emphasis is to cultivate students' spatial imagination ability, which is not only a kind of ability but also a kind of intelligence. With the development of psychology, people tend to study human intelligence from the perspective of information processing. Learning style is a specific way for learners to process, absorb and maintain information, and there may be interaction between the two. The new curriculum standard points out that teachers should fully respect the individual differences of students and teach students according to their aptitude. The spatial imagination ability and learning style are all the factors that affect the individual differences of students. The purpose of this study is to study high school students through the combination of spatial imagination ability and learning style, to investigate whether learning style, spatial imagination ability and solid geometry scores are related, and to teach students according to their individual differences. So as to improve the results of three-dimensional geometry students to provide the basis. In this study, 270 senior high school students were selected as subjects, the Cobb learning style test paper, the spatial imagination test paper, and the solid geometry test scale, which were developed by the author, were used as the scale. The main conclusions are as follows: (1) the number of students with learning styles in senior high school is most distributed in divergence type, second in adaptation type, and the least in concentration. There are gender differences in students' learning styles, male students are mostly assimilative and centralized, girls are divergent and acclimatized. There are differences in the learning styles of senior high school students in arts and science, divergent and adaptive students are good at learning liberal arts, and centralized and assimilative students are good at learning science. (2) there are differences in spatial imagination ability of students with different learning styles. From the gender point of view, boys tend to concentrate and assimilate, the spatial imagination ability is relatively strong, female students are mostly divergent and adaptive, the spatial imagination ability is relatively weak. From the point of view of different grades, the excellent students rate is the highest and the difference rate is the highest. (3) there are differences in stereo geometry scores among students with different learning styles. From the gender point of view, students with different learning styles and different genders have different results in stereo geometry, and boys are generally higher than girls. From the point of view of different grades, concentrated students generally have higher scores in solid geometry, while students of divergent and adaptive types have lower scores. (4) the interaction between learning style and spatial imagination has a significant effect on the achievement of solid geometry. Based on Cobb's experiential learning theory, this paper puts forward the following teaching strategies: (1) being good at identifying students' learning styles and improving their spatial imagination ability; (2) teaching students with different learning styles according to their aptitude; (3) respecting gender differences in learning styles; (4) teaching students with divergent learning styles. Improve the performance of solid geometry.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
【参考文献】
相关期刊论文 前10条
1 孙宏安;;谈空间想象能力[J];大连教育学院学报;2015年04期
2 陆小兵;;初中生学习风格与英语成绩关系研究[J];中国教育学刊;2013年12期
3 杨立刚;;教师教学风格与学生学习风格的相关性研究[J];教学与管理;2011年21期
4 刘晓玫;;构建促进学生空间观念发展的几何课程——基于小学生空间观念发展水平的研究[J];课程.教材.教法;2008年10期
5 严加平;夏惠贤;;基于经验学习的学习风格研究述评[J];教育科学;2006年01期
6 郑翔,徐群飞;几何教学与学生空间想象能力关系的调查研究[J];数学教育学报;2005年03期
7 陆根书;学习风格与学习成绩的相关分析[J];高等工程教育研究;2005年04期
8 徐明杰;浅谈空间想象能力的培养[J];数学通报;2005年06期
9 余永安;培养学生空间想象能力和思维能力——从2004年全国高考立体几何题的评阅谈起[J];数学通报;2005年04期
10 李洪玉,林崇德;中学生空间认知能力结构的研究[J];心理科学;2005年02期
相关硕士学位论文 前3条
1 管莉莉;高中生空间想象能力现状的调查研究[D];江西师范大学;2015年
2 李冰;基于初中生数学学习风格的数学学习策略对数学学业成绩的影响[D];东北师范大学;2015年
3 郑丽华;7-11年级学生空间能力发展的调查研究[D];华东师范大学;2006年
，本文编号：2255504
本文链接：https://www.wllwen.com/zhongdengjiaoyulunwen/2255504.html
