【摘要】：數(shù)學(xué)是自然科學(xué)的基礎(chǔ),高中數(shù)學(xué)是高中階段最重要的學(xué)科,而高一數(shù)學(xué)具有重要的基礎(chǔ)地位。但在教學(xué)實踐中,我們發(fā)現(xiàn)高一學(xué)生數(shù)學(xué)學(xué)習(xí)兩極分化嚴(yán)重,部分學(xué)生數(shù)學(xué)學(xué)習(xí)興趣下降,成績滑坡,數(shù)學(xué)學(xué)習(xí)出現(xiàn)了許多不適應(yīng)的狀況。那么,影響高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性的因素有哪些呢?兩極分化的學(xué)生存在哪些差異?是哪些因素造成了這種差異?成為本課題所要研究的問題。本文通過在文獻(xiàn)檢索、整理、分析,在前人相關(guān)研究和對一線教師的調(diào)查基礎(chǔ)上,根據(jù)問卷編制的要求和原則,結(jié)合數(shù)學(xué)學(xué)科特點自行編制《高中生數(shù)學(xué)學(xué)習(xí)適應(yīng)性調(diào)查問卷》。研究選取四川省鄰水中學(xué)、鄰水二中等鄰水縣六所高一學(xué)生計999名作為研究對象,綜合調(diào)查分析高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性狀況,并全面系統(tǒng)地分析影響高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性因素。通過綜合調(diào)查和數(shù)據(jù)分析,得到如下結(jié)論：(1)高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性結(jié)構(gòu)由數(shù)學(xué)學(xué)習(xí)內(nèi)容和教師教學(xué)方法兩個維度構(gòu)成。(2)高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性總體處于中等水平。存在性別差異(男生優(yōu)于女生)、生源差異(農(nóng)村學(xué)生優(yōu)于城鎮(zhèn)學(xué)生)、寄宿優(yōu)于走讀、獨生子女低于非獨生子女、文科生低于理科生。(3)高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性存在顯著的校際差異,分別是一類學(xué)校優(yōu)于二類學(xué)校,二類學(xué)校優(yōu)于三類學(xué)校。(4)數(shù)學(xué)成績、家庭結(jié)構(gòu)、父母學(xué)歷、家庭教養(yǎng)方式與數(shù)學(xué)學(xué)習(xí)適應(yīng)性具有顯著的正相關(guān)。學(xué)習(xí)習(xí)慣與數(shù)學(xué)學(xué)習(xí)適應(yīng)性無顯著的相關(guān)性�？偟膩碚f,本研究通過編制高中生數(shù)學(xué)學(xué)習(xí)適應(yīng)性調(diào)查問卷,調(diào)查分析高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性的組成成分,研究高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性的影響因素,并對數(shù)據(jù)分析結(jié)果作了一定的推測性解釋。理論上,本文在一定程度上研究了高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性的問題,豐富了高一數(shù)學(xué)學(xué)習(xí)適應(yīng)性的內(nèi)容和領(lǐng)域；實踐上,本文意義在于針對高一學(xué)生數(shù)學(xué)學(xué)習(xí)適應(yīng)性問題提供測量工具和數(shù)據(jù)分析,為后期提出相應(yīng)的解決策略奠定基礎(chǔ)。
[Abstract]:Mathematics is the foundation of natural science, high school mathematics is the most important subject in senior high school, and high school mathematics has an important basic position. However, in the teaching practice, we find that the polarization of mathematics learning of senior one students is serious, some students' interest in mathematics learning is declining, and their grades are declining, and there are many unsuitable conditions in mathematics learning. So, what are the factors that affect the mathematics learning adaptability of Senior one students? What are the differences between polarized students? What factors contribute to this difference? It has become a problem to be studied in this subject. In this paper, based on the literature retrieval, collation and analysis, based on the previous relevant research and the survey of front-line teachers, according to the requirements and principles of the questionnaire, According to the characteristics of mathematics, the questionnaire of Senior High School students' Mathematics Learning adaptability was compiled by themselves. The study selected 999 students from six senior high schools in Lishui Middle School and No. 2 Middle School in Sichuan Province as the research objects, and comprehensively investigated and analyzed the mathematics learning adaptability of the first-year high school students. And comprehensive and systematic analysis of the factors affecting the adaptability of senior one students in mathematics learning. Through comprehensive surveys and data analysis, The conclusions are as follows: (1) the structure of mathematics learning adaptability of senior one students is composed of two dimensions: mathematics learning content and teachers' teaching method; (2) the adaptability of senior one students' mathematics learning is generally at the middle level. There are gender differences (male students are better than girls), differences of students' sources (rural students are better than urban students), boarding is better than walking, and only children are lower than non-only children. Arts students are lower than science students. (3) there are significant inter-school differences in mathematics learning adaptability of senior one students, which are superior to second class schools and second class schools, respectively. (4) Mathematics scores, family structure, parents' educational background, and so on. There is a significant positive correlation between family rearing style and mathematics learning adaptability. There was no significant correlation between learning habits and mathematics learning adaptability. In general, by compiling the questionnaire of mathematics learning adaptability of senior high school students, this study investigated and analyzed the components of mathematics learning adaptability of senior one students, and studied the influencing factors of mathematics learning adaptability of senior one students. The results of the data analysis are given a certain speculative explanation. In theory, this paper studies the adaptability of mathematics learning to a certain extent and enriches the content and field of mathematics learning adaptability in senior one. In practice, the significance of this paper is to provide measurement tools and data analysis for the adaptability of mathematics learning of senior one students, so as to lay a foundation for the corresponding solutions in the later period.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.6

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