本文選題：高中數(shù)學 + 情感態(tài)度價值觀目標　； 參考：《閩南師范大學》2015年碩士論文

【摘要】：數(shù)學課程目標不僅反映了社會、數(shù)學、教育的發(fā)展對數(shù)學教育的要求,也是對教師教學、學生學習所提出的明確要求。高中數(shù)學課程的目標將原來目標單一(知識與技能)的課堂轉(zhuǎn)變?yōu)槎嗑S(知識與技能,過程與方法以及情感、態(tài)度與價值觀)的課堂,豐富了課堂教學,也提高了學生的學習效率。然而由于校內(nèi)外各種因素的影響,數(shù)學教師很少將情感、態(tài)度與價值觀目標落實到位,因此本文將通過調(diào)查學生數(shù)學學習情況來衡量數(shù)學教師情感、態(tài)度與價值觀目標的落實情況,并分析影響情感、態(tài)度與價值觀目標教學的因素,給出提高情感、態(tài)度與價值觀目標教學的策略。本文主要通過李克特測量法,從數(shù)學學習興趣、數(shù)學學習動機、自我效能感、數(shù)學學習態(tài)度和數(shù)學價值觀五個方面來研究學生對數(shù)學學習的看法,從中得出數(shù)學教師在數(shù)學教學過程中,是否將三維目標的教學相融合進行教學。研究結(jié)果表明,在數(shù)學學習興趣方面,數(shù)學教師在教學過程中有適當?shù)呐囵B(yǎng),但是在課后幾乎沒有為學生提供參與數(shù)學課外活動的空間;在數(shù)學學習動機方面,不同的學生擁有不同的數(shù)學學習動機,具有內(nèi)部學習動機的學生較少;在自我效能感方面,大部分學生自我效能水平較高;在數(shù)學學習態(tài)度方面,學生對于接受數(shù)學知識的態(tài)度比較端正,但是缺少發(fā)現(xiàn)問題、提出問題的態(tài)度;在數(shù)學價值觀方面,教師由于重視課程進度,很少將數(shù)學文化融入課堂,導致學生基本只重視考試成績,而淡化數(shù)學的文化價值。影響教師情感、態(tài)度與價值觀目標實施的原因是教師、家長和高考,教師是學生學習的領(lǐng)航者,家長是學生學習的促進者,而高考是絕大多數(shù)學生學習數(shù)學的動力因素,結(jié)合這三個因素,本文提出了促進情感、態(tài)度與價值觀目標在數(shù)學教學中落實的幾個實施對策:(1)將學生的原有興趣遷移至數(shù)學學習上;(2)提高教師的教學藝術(shù),拉近與學生的距離;(3)對學生進行數(shù)學成就動機訓練,培養(yǎng)努力導致成功的歸因觀;(4)提高學生的自我效能感;(5)培養(yǎng)學生勤奮的數(shù)學學習態(tài)度,提高學生對數(shù)學的自信心;(6)幫助學生樹立正確的數(shù)學價值觀。文章末尾還通過呈現(xiàn)兩個案例來說明應(yīng)如何將三維目標體現(xiàn)在數(shù)學課程中。
[Abstract]:The goal of mathematics curriculum not only reflects the development of society, mathematics and education, but also the explicit requirement of teachers' teaching and students' learning. The goal of mathematics curriculum in senior high school turns the classroom with single goal (knowledge and skill) into multi-dimensional classroom (knowledge and skill, process and method, emotion, attitude and value), which enriches classroom teaching. It also improves the learning efficiency of students. However, due to the influence of various factors inside and outside the school, mathematics teachers seldom put emotion, attitude and values into effect. Therefore, this paper will measure mathematics teachers' emotion by investigating students' mathematics learning. The implementation of the goal of attitude and values, and the factors that affect the teaching of emotion, attitude and value goal are analyzed, and the strategies to improve the teaching of emotion, attitude and value goal are given. This paper studies students' views on mathematics learning from five aspects: mathematics learning interest, mathematics learning motivation, self-efficacy, mathematics learning attitude and mathematical values. It is concluded from the above that whether the teaching of three-dimensional objectives should be integrated in the process of mathematics teaching. The results show that, in mathematics learning interest, mathematics teachers have appropriate training in the teaching process, but after class there is little space for students to participate in outside mathematics activities, and in mathematics learning motivation, Different students have different motivation for mathematics learning, and fewer students have internal motivation; in terms of self-efficacy, most students have a higher level of self-efficacy; in mathematics learning attitude, the majority of students have a higher level of self-efficacy. The attitude of students towards accepting mathematics knowledge is correct, but they lack the attitude of finding problems and putting forward problems. In the aspect of mathematics values, teachers seldom integrate mathematics culture into the classroom because they attach importance to the progress of curriculum. As a result, students only attach importance to test scores, and play down the cultural value of mathematics. The reasons that affect the implementation of teachers' emotion, attitude and values are teachers, parents and college entrance examination. Teachers are the leaders of students' learning, parents are the promoters of students' learning, and the college entrance examination is the motive factor for most students to learn mathematics. Combined with these three factors, this paper puts forward several implementing countermeasures to promote the implementation of the goals of emotion, attitude and values in mathematics teaching: (1) transferring students' original interest to mathematics learning. (2) improving the teaching art of teachers. Drawing closer the distance between students and students (3) training students' mathematical achievement motivation, cultivating the attribution view of success caused by hard work (4) improving students' sense of self-efficacy and (5) cultivating students' diligent attitude towards mathematics learning, 4) improving students' sense of self-efficacy, and (5) cultivating students' diligent attitude towards mathematics learning. Improve students' confidence in mathematics (6) help students to set up correct mathematical values. At the end of the article, two cases are presented to illustrate how to embody three-dimensional objectives in mathematics curriculum.
【學位授予單位】：閩南師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

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本文編號：1868395