本文關(guān)鍵詞： 初中生 幾何 解題錯(cuò)誤 性別差異　出處：《杭州師范大學(xué)》2015年碩士論文　論文類(lèi)型：學(xué)位論文

【摘要】：在數(shù)學(xué)的教學(xué)過(guò)程中,不少教師常感到,男生與女生在學(xué)習(xí)中存在著差異。這些差異體現(xiàn)在上課、解題、作業(yè)完成等方面。特別在教授幾何時(shí)這種差異的感受就越發(fā)明顯,并認(rèn)為男生在幾何學(xué)習(xí)上比女生有優(yōu)勢(shì)。由于初中階段是學(xué)生剛開(kāi)始系統(tǒng)的學(xué)習(xí)幾何,并且第一次接觸論證幾何,理論上應(yīng)處于同一水平不存在明顯的差異。所以為了確切的得出男女生在初中階段是否存在幾何學(xué)習(xí)上的差異,本文通過(guò)調(diào)查研究男女生在幾何解題錯(cuò)誤的表現(xiàn)上是否存在明顯的差異,并分析差異產(chǎn)生的原因,這對(duì)教師改善教學(xué)防止男女生在幾何學(xué)習(xí)上的進(jìn)一步分化有著重要作用。國(guó)內(nèi)外關(guān)于男女生在數(shù)學(xué)學(xué)習(xí)上的差異做了大量的研究。但具體涉及到初中幾何解題錯(cuò)誤方面的研究并不多。本研究將以學(xué)生學(xué)習(xí)過(guò)程中犯的錯(cuò)誤為切入點(diǎn),通過(guò)文獻(xiàn)研究構(gòu)建錯(cuò)誤分類(lèi)框架;作業(yè)分析和訪(fǎng)談統(tǒng)計(jì)錯(cuò)誤數(shù)據(jù)并得出男女生是否存在差異。在此基礎(chǔ)上深入分析原因并本著教育教學(xué)中要尊重學(xué)生間差異的原則,結(jié)合原因?qū)處煹慕虒W(xué)提出建議。首先,通過(guò)分析初中生幾何學(xué)習(xí)現(xiàn)狀、解題錯(cuò)誤存在的不可避免性、數(shù)學(xué)學(xué)習(xí)中“性別差異”是否存在這三大背景因素提出本文要研究的問(wèn)題,并進(jìn)一步論述了本研究的理論意義和現(xiàn)實(shí)意義。其次,對(duì)與本文相關(guān)的已有研究進(jìn)行梳理及綜述。同時(shí)結(jié)合國(guó)內(nèi)外相關(guān)研究成果制定出調(diào)查研究思路和具體的錯(cuò)誤調(diào)查分析框架,并設(shè)計(jì)出調(diào)查問(wèn)卷。第一個(gè)問(wèn)卷從教師主觀(guān)方面調(diào)查男女生在幾何學(xué)習(xí)上是否存在差異,并得出第一個(gè)結(jié)論:大部分教師在主觀(guān)上認(rèn)為男女生之間存在差異。隨后通過(guò)客觀(guān)統(tǒng)計(jì)調(diào)查男女生在幾何的命題判定、圖形應(yīng)用、幾何證明這三個(gè)方面的解題上是否存在知識(shí)性、邏輯性、策略性、心理性錯(cuò)誤的差異。并得出第二個(gè)結(jié)論:男女生在知識(shí)性錯(cuò)誤、邏輯性錯(cuò)誤、策略性錯(cuò)誤上并不存在顯著差異,而主要差異體現(xiàn)在心理性錯(cuò)誤上。但當(dāng)涉及簡(jiǎn)單類(lèi)型的題目時(shí)男女生之間并不存在心理性錯(cuò)誤差異。如,圖形的應(yīng)用。最后,根據(jù)統(tǒng)計(jì)得出的結(jié)論。從學(xué)生的認(rèn)知風(fēng)格、學(xué)習(xí)幾何的興趣、意志、動(dòng)機(jī)、自我效能感、及學(xué)習(xí)習(xí)慣等幾個(gè)方面展開(kāi)來(lái)探討心理錯(cuò)誤產(chǎn)生的原因。并結(jié)合現(xiàn)代教學(xué)觀(guān)為逐步縮小男女生在幾何解題上的差異提出以下教學(xué)建議:(1)改變教師的定勢(shì)思維,平等公平的看待男女生(2)提高女生學(xué)習(xí)幾何的興趣(3)加強(qiáng)女生學(xué)習(xí)幾何意志的培養(yǎng)(4)提高女生幾何學(xué)習(xí)的自我效能感
[Abstract]:In the process of mathematics teaching, many teachers often feel that there are differences between boys and girls in learning. These differences are reflected in class and problem solving. Homework completion and so on. Especially in the teaching of geometry this kind of difference feeling is more obvious, and think that boys have an advantage over girls in geometry learning. Because junior middle school is the beginning of the systematic study of geometry. And the first contact to demonstrate geometry, in theory should be at the same level, there is no obvious difference. So in order to get the exact difference between male and female students in junior high school whether there is a difference in geometry learning. This paper investigates whether there are obvious differences in the performance of geometric problem solving errors between male and female students, and analyzes the causes of the differences. It is important for teachers to improve teaching to prevent boys and girls from further differentiation in geometry learning. A lot of research has been done on the difference between male and female students in mathematics learning at home and abroad. This study will focus on the mistakes made by students in the process of learning. Constructing the framework of error classification through literature research; On the basis of the analysis of homework and interviews, we can find out whether there is any difference between male and female students. On this basis, we should analyze the reasons and respect the differences between students in education and teaching. First of all, by analyzing the present situation of junior high school students' geometry learning, the problem solving errors are inevitable. Whether there are these three background factors in mathematics learning, the author further discusses the theoretical and practical significance of this study. At the same time, combined with the domestic and foreign related research results to develop the research ideas and specific framework of error investigation and analysis. And designed a questionnaire. The first questionnaire from the subjective aspects of teachers to investigate whether there is a difference in geometry learning between male and female students. And draw the first conclusion: most teachers think that there is a difference between male and female students subjectively. Then through the objective statistical investigation of male and female students in geometric proposition judgment graphics application. Geometry proves whether there are differences in knowledge, logic, strategy and mental error in these three aspects of the solution. The second conclusion is: male and female students in the knowledge error, logical error. There is no significant difference in strategic errors, but the main differences are in mental errors. But there is no difference between male and female students when it comes to simple types of topics, such as the application of graphics. According to the statistical conclusions. From the students' cognitive style, learning geometry interest, will, motivation, self-efficacy. This paper discusses the causes of psychological errors from several aspects, such as learning habits and so on, and puts forward the following teaching suggestions in order to gradually reduce the differences between male and female students in solving geometric problems in the light of modern teaching concepts. Change the teacher's stereotypical thinking. Equal and fair treatment of male and female students 2) improve girls' interest in learning geometry 3) strengthen the cultivation of female students' will to learn geometry 4) improve female students' sense of self-efficacy in geometry learning
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類(lèi)號(hào)】：G633.6

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本文編號(hào)：1478301