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

【摘要】：早在20世紀中葉,以美國為首的西方教育界就己經意識到了培養(yǎng)學生批判性思維的重要性,并且在高中、大學開設了相應的批判性思維課程。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。進入21世紀以來,越來越多的學者結合自身的學科教學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、大學學段,針對初中和小學學段的少之又少,而國外早有學者提出批判性思維的培養(yǎng)應從中學生抓起。所以筆者結合自身從事數學教學的工作經歷,選定初中生數學批判性思維傾向的現狀進行調查研究,以進一步優(yōu)化課堂教學,提高學生的數學批判性思維能力。本文從問題提出的背景出發(fā),揭示了在初中數學教學中開展批判性思維研究的必要性和可行性,并對國內外關于批判性思維的研究現狀進行總結概括,進而對數學批判性思維傾向進行理論分析。在此基礎上,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,結合中國初中生的生活環(huán)境與認知水平,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上加以修改,形成了有7個維度的調查量表。然后對筆者所在學校的1000名初中生進行了調查與統計分析:統計了初中生數學批判性思維傾向的總體得分情況;檢驗了不同類別(因素)的學生間批判性思維傾向是否存在顯著性差異。不同類別學生的比較包括:不同年級、性別;是否擔任班干部、是否有出游的經歷、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、數學成績;父母不同文化水平、不同家庭收入、不同家庭教育氛圍的學生間。統計結果顯示:學生總體平均分為177.5分,略高于具有正性批判性思維傾向標準的最低值169分,但還有32.7%的學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準208分的僅占5.6%,這表明筆者所在學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到正性標準。排在前四位的是求知欲、認知成熟度、開放思維、分析能力,而尋找真相得分最低。單因素方差分析結果顯示:年齡、擔任班干部、出游、參加比賽、特長學習、閱讀量、數學成績、家庭收入、父母文化水平等對學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。之后對上述調查結果進行成因分析:出游、參加比賽、閱讀等因素可以開闊學生視野,拓展學生看待問題的角度;擔任班干部、特長學習等因素可以為學生提供更多親臨實踐的機會,鍛煉學生獨立思考和解決問題的能力;數學學習可以提高學生的邏輯思維、分析、系統化能力,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。在此基礎上從學校、家庭、數學教學三方面對初中生數學批判性思維的培養(yǎng)提出了對策。最后在反思研究結果的基礎上進一步提出后續(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.

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

【參考文獻】

相關期刊論文 前10條

1 傅海倫;徐丹;葛倩;;對數學教學設計實踐的再認識[J];教育科學研究;2014年04期

2 顧琴軒;;大學生批判性思維傾向調查與培養(yǎng)建議[J];上海教育評估研究;2013年04期

3 吳國平;何金華;何萍;董青;;兒童智力水平與父母文化程度關系的研究[J];中國民康醫(yī)學;2013年16期

4 戴維·希契柯克;張亦凡;周文慧;;批判性思維教育理念[J];高等教育研究;2012年11期

5 董毓;;批判性思維三大誤解辨析[J];高等教育研究;2012年11期

6 黃朝陽;;加強批判性思維教育 培養(yǎng)創(chuàng)新型人才[J];教育研究;2010年05期

7 張曉拔;;數學教學要重視培養(yǎng)學生的反思習慣[J];數學教育學報;2008年06期

8 許虹;彭美慈;汪國成;陳基樂;胡一平;汪國建;;護理本科生評判性思維能力特征及相關因素的分析[J];中華護理雜志;2006年02期

9 彭美慈,汪國成,陳基樂,陳滿輝,白洪海,李守國,李繼平,蔡蕓芳,王君俏,殷磊;批判性思維能力測量表的信效度測試研究[J];中華護理雜志;2004年09期

10 劉儒德;基于問題學習對教學改革的啟示[J];教育研究;2002年02期

相關碩士學位論文 前6條

1 陳海;初中數學活動中批判性思維的培養(yǎng)與實例研究[D];華中師范大學;2012年

2 程軼峰;初中物理教學中批判性思維培養(yǎng)的理論及實踐研究[D];華中師范大學;2011年

3 唐海燕;中學數學教學中如何培養(yǎng)學生的批判性思維[D];上海師范大學;2010年

4 龔曉林;論語文教學中批判性思維的培養(yǎng)[D];湖南師范大學;2005年

5 李文婧;數學批判性思維及其教學研究[D];山東師范大學;2004年

6 杜菁鋒;論語文教學中批判性思維的培養(yǎng)[D];華中師范大學;2003年

，

本文編號：1683836