高一学生数学自我监控能力与情绪情感的关系研究
发布时间：2018-11-13 10:02
【摘要】：从青少年身心发展规律,以及我国教育体制的变革可知,高中阶段是学生成长和学习的关键阶段,好的开始是成功的一半,因此对高中一年级学生学习状况的研究一直是我国教育界非常关注的问题。高一学生刚刚踏入高中生活,数学学习的情绪情感还不是很稳定,尤其是面对更加抽象的高中数学知识,这就需要他们对数学学习过程进行及时调控,以使学习过程能够沿着目标方向顺利发展,从而促进数学学习。学生对整个数学学习过程的调控和把握,依赖于个体的数学自我监控能力。因此,了解高一学生数学自我监控能力与数学学习情绪情感的关系对于促进其数学学习还是很有必要的。本文在问卷调查的基础上,采取了相关分析、方差分析等统计方法,对高一学生数学自我监控能力与情绪情感的现状,以及二者的关系进行了分析,并对如何提高其数学自我监控能力和情绪情感提出了教学建议。对高一学生数学自我监控能力及情绪情感的现状分析发现,目前他们数学学习的情绪情感状态大部分都处于中等水平,高、低情绪情感者均较少。数学自我监控能力水平大部分处于中等偏下,高监控能力者较少,且存在部分低监控能力者。对高一学生数学自我监控能力与情绪情感的相关分析发现,二者之间呈显著线性相关关系。对数学自我监控能力的影响因素分析发现,情绪稳定性、学习焦虑、学习效能感均对其产生影响。其中,情绪稳定性和学习效能感与数学自我监控能力之间呈正相关关系,即从整体上看学生的情绪稳定性和学习效能感越高,其监控能力越高。学习焦虑与数学自我监控能力之间呈负相关关系,即从整体上看学生的学习焦虑水平越高,其监控能力越低。对数学学习情绪情感的影响因素分析发现,计划、管理、检查、调控、评价各因素均对学生数学学习的情绪情感产生影响,且与情绪情感之间均呈正相关关系,如高管理能力的学生普遍拥有高情绪情感,中管理能力的学生普遍拥有中情绪情感,低管理能力的学生普遍拥有低情绪情感,而中、低计划能力以及中、低调控能力之间对应的情绪情感状态差距不大。为提高高一学生的数学自我监控能力水平和情绪情感状态,依据论文研究结果做了如下教学建议:通过加强数学学习的情绪稳定性和学习效能感,降低学习焦虑,来提高学生的数学自我监控能力水平;通过增强数学学习中的计划、管理、检查、调节、评价等能力,来提高学生数学学习的情绪情感状态。
[Abstract]:From the law of the physical and mental development of young people and the reform of our educational system, we can see that the high school stage is the key stage for students to grow up and study, and a good start is half the success. Therefore, the study on the learning status of the first grade high school students has always been a problem of great concern in the educational circles of our country. High school students have just entered high school life, the emotion of mathematics learning is not very stable, especially in the face of more abstract high school mathematics knowledge, which requires them to timely control the mathematics learning process. So that the learning process can develop smoothly along the direction of the goal, thus promoting mathematics learning. Students' control and mastery of the whole mathematics learning process depends on their ability of self-monitoring. Therefore, it is necessary to understand the relationship between mathematics self-monitoring ability and mathematics learning emotion. Based on the questionnaire survey, this paper analyzes the current situation of mathematics self-monitoring ability and emotion of senior high school students, and the relationship between them, by using the statistical methods such as correlation analysis, variance analysis, and so on. The teaching suggestions on how to improve their mathematical self-monitoring ability and emotion are put forward. Based on the analysis of mathematics self-monitoring ability and emotional emotion of senior high school students, it is found that most of the emotional states of their mathematics study are at the middle level, and few of them have high or low emotion. The level of mathematical self-monitoring ability is mostly at the middle level, the high monitoring ability is less, and there are some low-monitoring ability. The correlation analysis between mathematics self-monitoring ability and emotion of senior one students shows that there is a significant linear correlation between them. It was found that emotional stability, learning anxiety and learning efficacy all affected the self-monitoring ability of mathematics. Among them, there is a positive correlation between emotional stability and learning efficacy and mathematical self-monitoring ability, that is, the higher the emotional stability and learning efficacy, the higher the monitoring ability. There is a negative correlation between learning anxiety and mathematics self-monitoring ability, that is, the higher the level of learning anxiety, the lower the monitoring ability. Through the analysis of the influencing factors of emotional emotion in mathematics learning, it is found that the factors of planning, management, inspection, regulation and evaluation have a positive correlation with the emotion and emotion of students' mathematics learning. For example, students with high management ability generally have high emotional emotion, students with middle management ability generally have middle emotional emotion, students with low management ability generally have low emotional emotion, while middle, low planning ability and middle and low level, The difference of emotional state between low regulation ability is not big. In order to improve the ability of mathematics self-monitoring and emotional state of senior high school students, the following teaching suggestions are made according to the results of the paper: to reduce learning anxiety by strengthening the emotional stability and learning efficacy of mathematics learning. To improve the students' ability of self-monitoring in mathematics; By enhancing the ability of planning, management, examination, adjustment and evaluation in mathematics learning, the emotional state of mathematics learning can be improved.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
本文编号：2328767
[Abstract]:From the law of the physical and mental development of young people and the reform of our educational system, we can see that the high school stage is the key stage for students to grow up and study, and a good start is half the success. Therefore, the study on the learning status of the first grade high school students has always been a problem of great concern in the educational circles of our country. High school students have just entered high school life, the emotion of mathematics learning is not very stable, especially in the face of more abstract high school mathematics knowledge, which requires them to timely control the mathematics learning process. So that the learning process can develop smoothly along the direction of the goal, thus promoting mathematics learning. Students' control and mastery of the whole mathematics learning process depends on their ability of self-monitoring. Therefore, it is necessary to understand the relationship between mathematics self-monitoring ability and mathematics learning emotion. Based on the questionnaire survey, this paper analyzes the current situation of mathematics self-monitoring ability and emotion of senior high school students, and the relationship between them, by using the statistical methods such as correlation analysis, variance analysis, and so on. The teaching suggestions on how to improve their mathematical self-monitoring ability and emotion are put forward. Based on the analysis of mathematics self-monitoring ability and emotional emotion of senior high school students, it is found that most of the emotional states of their mathematics study are at the middle level, and few of them have high or low emotion. The level of mathematical self-monitoring ability is mostly at the middle level, the high monitoring ability is less, and there are some low-monitoring ability. The correlation analysis between mathematics self-monitoring ability and emotion of senior one students shows that there is a significant linear correlation between them. It was found that emotional stability, learning anxiety and learning efficacy all affected the self-monitoring ability of mathematics. Among them, there is a positive correlation between emotional stability and learning efficacy and mathematical self-monitoring ability, that is, the higher the emotional stability and learning efficacy, the higher the monitoring ability. There is a negative correlation between learning anxiety and mathematics self-monitoring ability, that is, the higher the level of learning anxiety, the lower the monitoring ability. Through the analysis of the influencing factors of emotional emotion in mathematics learning, it is found that the factors of planning, management, inspection, regulation and evaluation have a positive correlation with the emotion and emotion of students' mathematics learning. For example, students with high management ability generally have high emotional emotion, students with middle management ability generally have middle emotional emotion, students with low management ability generally have low emotional emotion, while middle, low planning ability and middle and low level, The difference of emotional state between low regulation ability is not big. In order to improve the ability of mathematics self-monitoring and emotional state of senior high school students, the following teaching suggestions are made according to the results of the paper: to reduce learning anxiety by strengthening the emotional stability and learning efficacy of mathematics learning. To improve the students' ability of self-monitoring in mathematics; By enhancing the ability of planning, management, examination, adjustment and evaluation in mathematics learning, the emotional state of mathematics learning can be improved.
【学位授予单位】：鲁东大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6
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