天津市高中生数学学习策略水平的常模研究及其应用案例分析
发布时间：2018-10-19 14:57
【摘要】：随着知识变得越来越信息化与全球化,当代教育指出“学会学习”比“学会知识”更为重要。良好学习策略的运用是“学会学习”的重要表现,利于学生形成自学能力,为培养其终生学习打下基础。数学学习策略的应用水平直接影响到学生的数学学习效率,进而对学生的数学学业成就乃至总体学业成就起到影响。目前,关于高中生数学学习策略水平的研究己取得一定成果,但仍有不足之处,在已推广的高中生数学学习策略水平量表中鲜有关于评价工具的应用性研究,以及将其推广到区域乃至全国性的常模研究。为弥补上述领域的研究空白,在已有《高中生数学学习策略水平量表》的基础上,通过选取天津市12个区县22所高中的1124名高二学生参与在线测试,分析处理1026份有效问卷,建立天津市高中生数学学习策略水平常模；并以学生学业成绩为效标,将高中生数学学习策略水平划分为5个等级,给出所处等级学生的学习策略特征,分析其不足并提出有效可行的数学学习策略改善方法；最后,以研究过程中所得数据为例,给出《高中生数学学习策略水平量表使用说明》。采用文献分析法、特尔斐法及调查研究法,在已有《高中生数学学习策略水平量表》的基础上,通过查阅心理测量相关常模建立的研究并征询国内外专家建议,确定建立百分等级和标准分常模,期间对有效问卷进行了描述性分析及信效度与效标验证,最终确立天津市高中生数学学习策略水平常模,并将常模划分为五个等级水平。研究所得结论为：(1)高中生数学学习策略水平问卷具有较好的信度和效度,可作为高中生数学学习策略水平测评的有效工具；(2)所建总体常模、认知策略常模、元认知策略常模及资源管理策略常模,可作为高中生数学学习策略的测评与研究的客观依据。(3)高中生总体数学学习策略水平及其三个主维度可分为五个等级,即优秀、中上、中等、中下和差,等级量表的确立可作为评价标准应用。
[Abstract]:As knowledge becomes more and more information and globalization, contemporary education points out that "learning to learn" is more important than "learning knowledge". The use of good learning strategies is an important manifestation of learning, which is conducive to the formation of self-learning ability and lays the foundation for lifelong learning. The application level of mathematics learning strategy has a direct impact on the students' mathematics learning efficiency, and then on the students' mathematics academic achievement and even on the overall academic achievement. At present, some achievements have been made on the level of mathematics learning strategies of senior high school students, but there are still some shortcomings. There are few applied researches on evaluation tools in the scale of mathematics learning strategies of senior high school students. And to extend it to regional and even national norm research. In order to make up for the research blank in the above fields, on the basis of the mathematics learning strategy level scale for senior high school students, 1124 senior high school students from 22 senior high schools in 12 districts and counties of Tianjin participated in the online test, and 1026 valid questionnaires were analyzed and processed. This paper establishes the norm of mathematics learning strategy level of senior high school students in Tianjin, and classifies the learning strategy level of senior high school students into five grades according to the students' academic achievement, and gives the characteristics of the learning strategies of the students at the same level. This paper analyzes its shortcomings and puts forward effective and feasible methods for improving mathematics learning strategies. Finally, taking the data obtained in the course of the study as an example, the usage instructions of Senior High School students' Mathematical Learning Strategy scale are given. By using the methods of literature analysis, Delphi method and investigation and research, on the basis of the existing Mathematical Learning Strategy level scale for Senior High School students, the author consulted the relevant norm of psychological measurement and consulted experts at home and abroad. This paper establishes the norm of percent grade and standard score, and makes descriptive analysis of the valid questionnaire and verifies the reliability and validity of the questionnaire. Finally, the norm of mathematics learning strategy level of senior high school students in Tianjin is established, and the norm is divided into five levels. The conclusions are as follows: (1) the questionnaire has good reliability and validity, which can be used as an effective tool for the evaluation of senior high school students' mathematics learning strategy level, (2) the general norm, cognitive strategy norm, Metacognitive strategy norm and resource management strategy norm can be used as the objective basis for the evaluation and research of high school students' mathematics learning strategies. (3) the overall mathematics learning strategy level and its three main dimensions of senior high school students can be divided into five levels: excellent, middle and upper. The establishment of the middle, middle and low grade scales can be used as evaluation criteria.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
本文编号：2281480
[Abstract]:As knowledge becomes more and more information and globalization, contemporary education points out that "learning to learn" is more important than "learning knowledge". The use of good learning strategies is an important manifestation of learning, which is conducive to the formation of self-learning ability and lays the foundation for lifelong learning. The application level of mathematics learning strategy has a direct impact on the students' mathematics learning efficiency, and then on the students' mathematics academic achievement and even on the overall academic achievement. At present, some achievements have been made on the level of mathematics learning strategies of senior high school students, but there are still some shortcomings. There are few applied researches on evaluation tools in the scale of mathematics learning strategies of senior high school students. And to extend it to regional and even national norm research. In order to make up for the research blank in the above fields, on the basis of the mathematics learning strategy level scale for senior high school students, 1124 senior high school students from 22 senior high schools in 12 districts and counties of Tianjin participated in the online test, and 1026 valid questionnaires were analyzed and processed. This paper establishes the norm of mathematics learning strategy level of senior high school students in Tianjin, and classifies the learning strategy level of senior high school students into five grades according to the students' academic achievement, and gives the characteristics of the learning strategies of the students at the same level. This paper analyzes its shortcomings and puts forward effective and feasible methods for improving mathematics learning strategies. Finally, taking the data obtained in the course of the study as an example, the usage instructions of Senior High School students' Mathematical Learning Strategy scale are given. By using the methods of literature analysis, Delphi method and investigation and research, on the basis of the existing Mathematical Learning Strategy level scale for Senior High School students, the author consulted the relevant norm of psychological measurement and consulted experts at home and abroad. This paper establishes the norm of percent grade and standard score, and makes descriptive analysis of the valid questionnaire and verifies the reliability and validity of the questionnaire. Finally, the norm of mathematics learning strategy level of senior high school students in Tianjin is established, and the norm is divided into five levels. The conclusions are as follows: (1) the questionnaire has good reliability and validity, which can be used as an effective tool for the evaluation of senior high school students' mathematics learning strategy level, (2) the general norm, cognitive strategy norm, Metacognitive strategy norm and resource management strategy norm can be used as the objective basis for the evaluation and research of high school students' mathematics learning strategies. (3) the overall mathematics learning strategy level and its three main dimensions of senior high school students can be divided into five levels: excellent, middle and upper. The establishment of the middle, middle and low grade scales can be used as evaluation criteria.
【学位授予单位】：天津师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.6
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