本文選題：高中學(xué)生 + 數(shù)學(xué)課堂　； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：建構(gòu)主義學(xué)習(xí)理論認(rèn)為,個(gè)體的學(xué)習(xí)需要個(gè)體主動(dòng)選擇外部信息,同時(shí)主動(dòng)構(gòu)建知識(shí)意義。在課堂教學(xué)過程中,學(xué)生需要通過獨(dú)立思考、動(dòng)手操作等方式主動(dòng)參與到教學(xué)中,進(jìn)而有效的將課堂教學(xué)內(nèi)容內(nèi)化到自己的知識(shí)結(jié)構(gòu)之中。因此,課堂教學(xué)要達(dá)到高效率的目標(biāo)離不開學(xué)生的主動(dòng)參與。本研究通過課堂觀察法、文獻(xiàn)分析法、問卷調(diào)查法等研究方法,了解目前高中學(xué)生在數(shù)學(xué)課堂上的課堂參與現(xiàn)狀,并探討影響高中學(xué)生數(shù)學(xué)課堂參與的影響因素,以期找到部分學(xué)生非參與現(xiàn)象、“高分低能”、“成績低下”等現(xiàn)象的原因,從而提出解決辦法。本文分為七章,第一章闡述了問題提出的背景、研究的目的和研究的意義。第二章對本研究所涉及的相關(guān)概念進(jìn)行了界定,同時(shí)結(jié)合國內(nèi)外研究資料對學(xué)生課堂參與的研究與進(jìn)展進(jìn)行了綜述。第三章闡述了研究的基本思路、研究方法和研究流程。第四章分析了行為參與、情感參與和認(rèn)知參與的總體參與現(xiàn)狀,并對比分析了不同背景不同學(xué)校的學(xué)生的總體行為參與、情感參與和認(rèn)知參與的差異性。第五章分析了學(xué)生屬性與課堂參與的相關(guān)性,分別探討了學(xué)生參與、不參與數(shù)學(xué)課堂活動(dòng)的主要影響因素。第六章提出結(jié)論與建議。第七章闡述了本研究的局限及展望。本研究得出的主要結(jié)論為：(1)高中生數(shù)學(xué)課堂參與水平的現(xiàn)狀是,行為參與水平最高,認(rèn)知參與水平最低,而情感參與水平居于中間位置。(2)高中生數(shù)學(xué)課堂行為參與中,水平最高的是課堂出席,最低的是積極回答問題：情感參與中,學(xué)生對消極情感的體驗(yàn)多于積極情感的體驗(yàn),積極情感中學(xué)生體驗(yàn)最多的是成就感,最少的是興趣感,消極情感中學(xué)生體驗(yàn)最多的是厭倦感,最少的是緊張感,整體來看,體驗(yàn)最多的是成就感,最少的是緊張感：而在參與水平最低的認(rèn)知參與中,反思與總結(jié)這一認(rèn)知參與度最低。(3)三種類型的學(xué)生課堂參與在學(xué)生的性別、走住讀、干群、學(xué)校層次等方面都存在差異。(4)學(xué)生是否住校與學(xué)生課堂參與為顯著負(fù)相關(guān)；數(shù)學(xué)老師是否班主任與學(xué)生的課堂參與成顯著正相關(guān)學(xué)生的學(xué)業(yè)成績與學(xué)生的課堂參與成顯著正相關(guān)。(5)影響學(xué)生課堂參與的因素的重要性由高到低依次是求知欲望、成就動(dòng)機(jī)、興趣、義務(wù)感、自信心和交往動(dòng)機(jī)。(6)影響學(xué)生不參與數(shù)學(xué)課堂的因素,按重要性由高到低的排序依次為：不懂教學(xué)內(nèi)容、課前準(zhǔn)備不足、上課緊張、擔(dān)心教師的批評、擔(dān)心在同伴面前表現(xiàn)不好、擔(dān)心被老師評價(jià)為不聰明、對數(shù)學(xué)學(xué)習(xí)的不感興趣、擔(dān)心遭到同伴的質(zhì)疑、師生關(guān)系差、學(xué)生的學(xué)習(xí)責(zé)任心、反對同伴的觀點(diǎn)時(shí)的尷尬。
[Abstract]:Constructivist learning theory holds that individual learning requires individuals to actively choose external information and construct knowledge meaning.In the process of classroom teaching, students need to actively participate in the teaching through independent thinking, hands-on operation and so on, and then effectively internalize the contents of classroom teaching into their own knowledge structure.Therefore, the high-efficiency goal of classroom teaching can not be achieved without the active participation of students.Through classroom observation, literature analysis, questionnaire survey and other research methods, the present situation of high school students' participation in mathematics classroom is understood, and the influencing factors of high school students' mathematics classroom participation are discussed.In order to find out some students' non-participation phenomenon, "high score low ability", "low achievement" and other phenomena, and put forward solutions.This paper is divided into seven chapters. The first chapter describes the background of the question, the purpose of the study and the significance of the research.The second chapter defines the concepts involved in this study, and summarizes the research and progress of students' classroom participation combined with domestic and foreign research materials.The third chapter describes the basic ideas, research methods and research process.Chapter four analyzes the current situation of behavioral participation, emotional participation and cognitive participation, and compares the differences among students with different backgrounds and different backgrounds in general behavior participation, emotional participation and cognitive participation.The fifth chapter analyzes the correlation between students' attributes and classroom participation, and discusses the main influencing factors of students' participation and non-participation in mathematics classroom activities.Chapter VI proposes conclusions and recommendations.Chapter seven describes the limitations and prospects of this study.The main conclusion of this study is: 1) the present situation of high school students' mathematics classroom participation is that the level of behavioral participation is the highest, the level of cognitive participation is the lowest, and the level of emotional participation is in the middle position.The highest level is classroom attendance, the lowest is positive answer question: in emotional participation, students experience more negative emotion than positive emotion, positive emotion students experience most of the sense of achievement, the least sense of interest.Negative emotion students experience the most is boredom, the least is tension, overall, the most experienced is a sense of achievement, the least is a sense of tension: and in the lowest level of participation in cognitive participation,Rethinking and summing up the three types of students' classroom participation are different in the aspects of gender, walking and living, cadres and groups, school level, etc.) there is a significant negative correlation between students' residence and students' classroom participation;Whether the teacher in charge of mathematics has a significant positive correlation with the students' participation in class. (5) the importance of the factors influencing the students' participation in class is the desire for knowledge and the motivation for achievement, from high to low.Interest, sense of obligation, self-confidence and communication motivation. 6) factors that affect students' non-participation in mathematics classroom. According to the order of importance from high to low, the order of importance is: do not understand the teaching content, lack of preparation before class, be nervous in class, worry about the teacher's criticism,They are worried about their poor performance in front of their peers, being evaluated by the teacher as unintelligent, not interested in learning mathematics, worried about being questioned by their peers, poor teacher-student relationship, students' sense of responsibility in learning, and the embarrassment of opposing their peers' views.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.6

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