本文選題：歸因理論 + 初中數(shù)學教學　； 參考：《新疆師范大學》2015年碩士論文

【摘要】：關于歸因理論在初中數(shù)學教學中應用問題的研究一直是數(shù)學教育心理學領域非智力因素研究的重點。新課程理念要求以學生為主體,關注學生的身心健康和諧發(fā)展;而將歸因理論應用于初中數(shù)學教學實踐中,正是積極響應新課程改革的號召,它促進學生在數(shù)學學習中身心健康發(fā)展,促進學生數(shù)學學習興趣的培養(yǎng),促進學生數(shù)學學習策略水平的提升,促進數(shù)學教師教學效率的提高。以沙雅縣151名初中生為調(diào)查對象,通過問卷調(diào)查的方法探討了初中男女生數(shù)學學業(yè)成敗歸因習慣的特點及其對數(shù)學教學的作用,能為緩解初中數(shù)學教學實踐中教師與學生心理壓力研究提供一些有益參考。研究發(fā)現(xiàn):①在不同成敗經(jīng)驗下,初中生數(shù)學學業(yè)三維歸因差異情況為:在成功經(jīng)驗下,男女生能力歸因有顯著差異;失敗經(jīng)驗下,能力歸因有極顯著的差異,歸因于運氣有顯著差異,而歸因于情境和努力則差別不大;②初中生數(shù)學學業(yè)成敗內(nèi)外部歸因的差異表現(xiàn)為:男女生在外部歸因沒有顯著差異,而內(nèi)部歸因有明顯差異;③初中生數(shù)學學業(yè)成敗歸因偏好的順序顯示:初中生數(shù)學學業(yè)成敗歸因時都喜歡以努力因素(即內(nèi)部、不穩(wěn)定、可控原因)為主,其次為能力因素(即內(nèi)部、穩(wěn)定、不可控原因),再次為運氣因素(即外部、不穩(wěn)定、不可控原因),最后為情境因素(即外部、穩(wěn)定、可控原因)。研究得出了以下對策:在初中數(shù)學教學活動中,數(shù)學教師應當了解教師自己的歸因風格;正確運用批評、表揚與情緒來表達評價;給以學生必要的幫助和關心;把握好工作任務難度和考核指標的尺度;教導學生正確對待習慣性的利己性歸因;對學生進行歸因干預;而家長的督促對孩子數(shù)學學習的外部歸因有顯著的調(diào)節(jié)作用,家長督促的程度越高,學生的數(shù)學學習外部歸因越增強,家長與孩子交流溝通學習對內(nèi)部歸因有顯著的維持作用,家長對孩子學習關心的程度越高,學生的內(nèi)部歸因越持久;教師邀請家長積極參加歸因訓練,幫助孩子更好地形成正確歸因;教師教導學生進行全面的歸因,樂觀積極的歸因。
[Abstract]:The research on the application of attribution theory in mathematics teaching in junior high school has always been the focus of the research on non-intelligence factors in the field of mathematics educational psychology. The concept of the new curriculum requires that students should be the main body and pay attention to the harmonious development of students' physical and mental health, and that applying attribution theory to mathematics teaching practice in junior high school is a positive response to the call of the new curriculum reform. It promotes the development of students' physical and mental health in mathematics learning, the cultivation of students' interest in mathematics learning, the promotion of students' learning strategies, and the improvement of teaching efficiency of mathematics teachers. Based on 151 junior high school students in Shaya County, the characteristics of attribution habits of success or failure in mathematics study of male and female junior middle school students and their effects on mathematics teaching were discussed by means of questionnaire. It can provide some useful reference for relieving the psychological pressure of teachers and students in mathematics teaching practice in junior high school. The study found that under different success or failure experience, the difference of junior high school students' mathematics three dimensional attribution is as follows: in successful experience, male and female students have significant difference in ability attribution, and in failure experience, ability attribution is extremely significant difference. There are significant differences in attribution to luck, while there is no significant difference between internal and external attribution in mathematics success or failure of junior high school students due to their situation and effort: there is no significant difference between male and female students in external attribution, while there is a significant difference in internal attribution; (3) the order of junior high school students' preference for attribution of success or failure in mathematics studies shows that all junior high school students' attribution of success or failure in mathematics is mainly due to internal, unstable and controllable factors, followed by ability factors (i.e. internal, stable). The uncontrollable causes are luck factors (i.e. external, unstable, uncontrollable causes), and finally situational factors (i.e. external, stable, controllable causes). The following countermeasures are obtained: in junior high school mathematics teaching activities, mathematics teachers should understand their own attribution style, correctly use criticism, praise and emotion to express evaluation, give students necessary help and concern; Grasp the scale of job task difficulty and assessment index; teach students to deal with habitual self-interest attribution correctly; conduct attribution intervention to students; and parental supervision has a significant role in regulating the external attribution of children's mathematics learning. The higher the degree of parental supervision, the stronger the external attribution of students' mathematics learning, the more significant the maintainance of internal attribution by communication and learning between parents and children, the higher the degree of parents' concern for their children's learning, the longer the internal attribution of students; Teachers invite parents to take an active part in attribution training to help children better form correct attribution, and teachers teach students to conduct comprehensive attribution and positive attribution.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.6

【參考文獻】

相關期刊論文 前2條

1 金岐鳳;鄭麗;;中學生學業(yè)成就歸因的研究[J];鞍山師范學院學報;2005年06期

2 劉惠軍;當代學習動機的理論和應用研究進展[J];首都師范大學學報(社會科學版);2002年05期

相關碩士學位論文 前1條

1 嚴云;高中生數(shù)學學習心理障礙探究[D];蘇州大學;2010年

，

本文編號：2016873