本文選題：批判性思維傾向　切入點：初中數(shù)學(xué)　出處：《山東師范大學(xué)》2016年碩士論文

【摘要】：早在20世紀(jì)中葉,以美國為首的西方教育界就己經(jīng)意識到了培養(yǎng)學(xué)生批判性思維的重要性,并且在高中、大學(xué)開設(shè)了相應(yīng)的批判性思維課程。然而我國對于批判性思維的研究與西方國家相比,起ki很晚并且重視力度不夠。進(jìn)入21世紀(jì)以來,越來越多的學(xué)者結(jié)合自身的學(xué)科教學(xué)加入到對批判性思維的研究中來。但是,這些研究主要建立在高中、大學(xué)學(xué)段,針對初中和小學(xué)學(xué)段的少之又少,而國外早有學(xué)者提出批判性思維的培養(yǎng)應(yīng)從中學(xué)生抓起。所以筆者結(jié)合自身從事數(shù)學(xué)教學(xué)的工作經(jīng)歷,選定初中生數(shù)學(xué)批判性思維傾向的現(xiàn)狀進(jìn)行調(diào)查研究,以進(jìn)一步優(yōu)化課堂教學(xué),提高學(xué)生的數(shù)學(xué)批判性思維能力。本文從問題提出的背景出發(fā),揭示了在初中數(shù)學(xué)教學(xué)中開展批判性思維研究的必要性和可行性,并對國內(nèi)外關(guān)于批判性思維的研究現(xiàn)狀進(jìn)行總結(jié)概括,進(jìn)而對數(shù)學(xué)批判性思維傾向進(jìn)行理論分析。在此基礎(chǔ)上,主要參考了加利福尼亞批判性思維傾向問卷的中文修訂版,結(jié)合中國初中生的生活環(huán)境與認(rèn)知水平,從中選用了42道題目,并以易于初中生理解為原則、對個別題目的說法在保持原意的基礎(chǔ)上加以修改,形成了有7個維度的調(diào)查量表。然后對筆者所在學(xué)校的1000名初中生進(jìn)行了調(diào)查與統(tǒng)計分析:統(tǒng)計了初中生數(shù)學(xué)批判性思維傾向的總體得分情況;檢驗了不同類別(因素)的學(xué)生間批判性思維傾向是否存在顯著性差異。不同類別學(xué)生的比較包括:不同年級、性別;是否擔(dān)任班干部、是否有出游的經(jīng)歷、有否參加比賽;是否參加課外特長班、不同閱讀量;不同考試成績、數(shù)學(xué)成績;父母不同文化水平、不同家庭收入、不同家庭教育氛圍的學(xué)生間。統(tǒng)計結(jié)果顯示:學(xué)生總體平均分為177.5分,略高于具有正性批判性思維傾向標(biāo)準(zhǔn)的最低值169分,但還有32.7%的學(xué)生實際得分小于最低值,而且總分大于有較強批判性思維傾向標(biāo)準(zhǔn)208分的僅占5.6%,這表明筆者所在學(xué)校的初中生在總體上有正性的批判性思維傾向,但較弱。批判性思維傾向的七個維度中,除尋找真相外平均得分均達(dá)到正性標(biāo)準(zhǔn)。排在前四位的是求知欲、認(rèn)知成熟度、開放思維、分析能力,而尋找真相得分最低。單因素方差分析結(jié)果顯示:年齡、擔(dān)任班干部、出游、參加比賽、特長學(xué)習(xí)、閱讀量、數(shù)學(xué)成績、家庭收入、父母文化水平等對學(xué)生的批判性思維傾向有顯著性影響,而家庭氛圍、性別等對批判性思維傾向無顯著性影響。之后對上述調(diào)查結(jié)果進(jìn)行成因分析:出游、參加比賽、閱讀等因素可以開闊學(xué)生視野,拓展學(xué)生看待問題的角度;擔(dān)任班干部、特長學(xué)習(xí)等因素可以為學(xué)生提供更多親臨實踐的機會,鍛煉學(xué)生獨立思考和解決問題的能力;數(shù)學(xué)學(xué)習(xí)可以提高學(xué)生的邏輯思維、分析、系統(tǒng)化能力,增強批判性思維的自信心;家庭背景則潛移默化地影響孩子性格的形成。在此基礎(chǔ)上從學(xué)校、家庭、數(shù)學(xué)教學(xué)三方面對初中生數(shù)學(xué)批判性思維的培養(yǎng)提出了對策。最后在反思研究結(jié)果的基礎(chǔ)上進(jìn)一步提出后續(xù)研究建議。
[Abstract]:As early as in the middle of the twentieth Century, the US led western educational circles has been aware of the importance of cultivating students' critical thinking, and in high school, the University offers the corresponding critical thinking course. However, China's critical thinking research compared with western countries, Ki is late and insufficient attention. Since the beginning of twenty-first Century. More and more scholars with the subject teaching itself into the research of critical thinking in the past. However, these studies are mainly based on the high school, University School, middle school and primary school in the school period is less and less, while the foreign scholars have put forward the cultivation of critical thinking from the middle school students. So the author own grab in mathematics the teaching experience, this paper makes investigation on current condition of selected junior high school mathematics critical thinking, in order to further optimize the classroom teaching, improve students' learning critical number Thinking ability. From the question proposed background, reveals the necessity and feasibility of carrying out the research of critical thinking in junior high school mathematics teaching, and research status of critical thinking at home and abroad are summarized, and the mathematics critical thinking disposition were analyzed. On this basis, the main reference Chinese California critical revision the thinking tendency questionnaire, combined with the China junior high school students living environment and cognitive level, from the selection of the 42 questions, and easy to understand the principle of junior high school students, to modify individual topics that based on keeping the original, form questionnaire has 7 dimensions. Then the author of 1000 junior middle school the school students conducted a survey and statistical analysis: Statistics of the overall score of mathematics critical thinking tendency of junior high school students; test of different categories (factors). The critical thinking tendency among students. There is a significant difference between students in different categories, including comparison of different grades and gender; class cadre, whether there is a travel experience, whether or not to participate in the competition; whether to participate in the extracurricular specialty classes, different amount of reading; different test scores, math scores; parents of different cultural levels, different family income and different family education atmosphere among the students. The statistical results show that the students' overall average score of 177.5 points, slightly higher than the positive critical thinking tendency of standard minimum value of 169 points, but also the student actual score of 32.7% is less than the minimum value, and the total score is greater than a strong critical thinking disposition standard 208 points only accounted for 5.6%. This shows that the junior middle school students with critical thinking, positive in general, but weaker. Seven dimensions of critical thinking tendency, in addition to looking for the truth of the average score To the positive standard. The top four is the thirst for knowledge, cognitive maturity, open thinking, analytical skills, and find the truth was the lowest. The single factor variance analysis showed that age, as class cadres, to travel, to participate in the competition, specialty learning, reading, math, family income, have a significant impact the critical thinking tendency of parents culture level of students, and family atmosphere, gender had no significant effect on the critical thinking tendency. After analyzed the causes of the survey results: travel, playing, reading and other factors can broaden their horizons, broaden the students' perspective; as class cadres, expertise and other factors can learn to provide more opportunities for students to practice, training students' ability of independent thinking and problem solving; mathematics learning can improve the students' analysis, logical thinking, systematic ability, enhancing critical thinking Self-confidence; family background influence the formation of a child's character. On the basis of the school, family, mathematics teaching in three aspects and puts forward some countermeasures on the cultivation of mathematics critical thinking of junior high school students. Finally put forward suggestions for further research based on Reflection on the results of the study.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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