数学学业求助与教师支持、学业自我概念的关系研究

发布时间：2019-06-04 06:31

【摘要】：作为中学核心学科,数学一直是老师、学生、家长及其他教育工作者关注的焦点,因其内容抽象、题型多变而成为不少学生的短板学科。求助他人,尤其是老师,是弥补短板的快捷途径。但如今学校中回避求助行为比比皆是,这一现象应当引起教育者的重视。本研究在文献分析法和访谈法的基础上设计了数学学业求助态度量表、求助行为量表、感知的数学教师支持量表与数学学业自我概念量表。接着对初始量表的信度和结构效度进行分析之后,删除个别题目形成正式量表。通过对166份有效正式量表的描述性分析、差异分析和相关分析,得出以下结论:第一,初一学生的数学学业求助态度和求助行为总体上比较积极,性别差异不显著,而班级类型差异显著:实验班学生在求助益处、工具性求助上得分均超过普通班,而在执行性求助和回避求助上得分均低于普通班。第二,初一学生感知的数学教师支持总体上比较充分,性别差异和班级类型差异均显著:女生在情感支持上得分高于男生,普通班在学业支持能力上得分高于实验班。第三,初一学生的数学学业自我概念总体良好,性别差异和班级类型差异均显著:男生在成就自我和能力自我上得分均高于女生,实验班学生的数学学业自我概念水平整体高于普通班学生。第四,感知的数学教师支持三个维度与求助益处、工具性求助均呈显著正相关,与求助代价(老师)、回避求助均呈显著负相关。执行性求助与情感支持呈显著正相关,与学业支持意愿、学业支持能力均呈显著负相关。第五,数学学业自我概念三个维度与求助益处、工具性求助均呈显著正相关,与求助代价(老师)、执行性求助均呈显著负相关。求助代价(同学)、回避求助与情感自我呈显著负相关,与成就自我、能力自我呈显著正相关。最后,针对上述研究结论提出若干教学建议,并对本研究存在的不足进行反思。
[Abstract]:As the core subject of middle school, mathematics has always been the focus of attention of teachers, students, parents and other educators. Because of its abstract content and changeable questions, mathematics has become a short-board subject for many students. Turning to others, especially teachers, is a quick way to make up for shortcomings. However, nowadays, the behavior of avoiding help-seeking is everywhere in schools, which should be paid attention to by educators. On the basis of literature analysis and interview, this study designed Mathematical academic help-seeking attitude scale, help-seeking behavior scale, perceived Mathematics teacher support scale and Mathematical academic self-concept scale. Then the reliability and structural validity of the initial scale are analyzed, and individual questions are deleted to form a formal scale. Through the descriptive analysis, difference analysis and correlation analysis of 166 valid formal scales, the following conclusions are drawn: first, the mathematics academic help-seeking attitude and behavior of junior high school students are generally positive, and the gender difference is not significant. There were significant differences in class types: the scores of help-seeking benefits and instrumental help-seeking in the experimental class were higher than those in the ordinary class, while the scores in executive help-seeking and avoidance help-seeking were lower than those in the ordinary class. Secondly, the perceived mathematics teacher support of junior high school students is generally sufficient, and the gender differences and class types are significant: the scores of emotional support of girls are higher than those of boys, and the scores of academic support ability of ordinary classes are higher than those of the experimental class. Third, the mathematics academic self-concept of junior high school students is generally good, and the gender differences and class types are significant: boys score higher than girls in achievement self and ability self. The self-concept level of mathematics in the experimental class is higher than that in the ordinary class as a whole. Fourth, the perceived three dimensions of mathematics teacher support are positively correlated with help-seeking benefits, instrumental help-seeking is positively correlated with help-seeking cost (teacher), and avoidance of help-seeking is significantly negatively correlated. Executive help-seeking was positively correlated with emotional support, negatively correlated with academic support willingness and academic support ability. Fifthly, the three dimensions of mathematics academic self-concept are positively correlated with help-seeking benefits and instrumental help-seeking, and negatively correlated with help-seeking cost (teacher) and executive help-seeking. The cost of asking for help (students), avoidance of help-seeking was negatively correlated with emotional self, and positively correlated with achievement self and ability self. Finally, in view of the above research conclusions, this paper puts forward some teaching suggestions, and reflects on the shortcomings of this study.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.6

【参考文献】