本文關(guān)鍵詞：數(shù)學(xué)問題的情境特征對初一學(xué)生創(chuàng)造性問題解決的影響　出處：《華東師范大學(xué)》2014年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 情境特征 熟悉度 具體性 創(chuàng)造性問題解決 基于問題的學(xué)習

【摘要】：創(chuàng)造力培養(yǎng)是學(xué)校教育的重要目標之一。近年來,國內(nèi)外數(shù)學(xué)學(xué)科教學(xué)改革倡導(dǎo)“基于問題的學(xué)習”(Problem-based Learning, PBL),強調(diào)在課堂中創(chuàng)設(shè)問題情境,在問題解決中培養(yǎng)學(xué)生的創(chuàng)造力與創(chuàng)造性思維。情境(context)是PBL中問題設(shè)計的核心要素之一,問題情境的設(shè)計關(guān)乎課堂效果,也會影響學(xué)生的創(chuàng)造性表現(xiàn)。因此,探究數(shù)學(xué)學(xué)科教學(xué)設(shè)計中,怎樣的問題情境能更大程度激發(fā)學(xué)生的創(chuàng)造力與創(chuàng)造性思維,具有十分重要的理論與實踐意義。 本研究選取111名初中生被試,隨機分成四組,采用2(熟悉度：高/低)×2(具體性：高/低)被試間設(shè)計,自編創(chuàng)造性問題解決任務(wù),考察問題情境的熟悉度與具體性如何影響學(xué)生的創(chuàng)造性問題解決(以適宜性、新穎性與流暢性為評價指標)。被試在完成創(chuàng)造性問題解決任務(wù)后,即刻填寫任務(wù)后測問卷,報告其解題過程中的認知卷入程度與認知負荷,以此探索認知卷入與認知負荷是否在情境特征與創(chuàng)造性問題解決之間起一定的中介作用。 在控制被試的智力與數(shù)學(xué)學(xué)業(yè)成績的前提下,結(jié)果顯示： 1.數(shù)學(xué)問題情境熟悉度的改變對初一學(xué)生創(chuàng)造性問題解決的適宜性、新穎性與流暢性三個維度均無顯著影響。 2.提高數(shù)學(xué)問題情境的具體性能促進初一學(xué)生創(chuàng)造性問題解決的適宜性,但對新穎性與流暢性則有一定抑制作用。 3.數(shù)學(xué)問題情境的熟悉度與具體性的增加,能顯著提高初一學(xué)生在創(chuàng)造性問題解決過程中的認知卷入程度,但認知卷入對情境特征與創(chuàng)造性問題解決之間的中介效應(yīng)不顯著。 4.數(shù)學(xué)問題情境的熟悉度與具體性的增加,末對初一學(xué)生創(chuàng)造性問題解決過程中的認知負荷造成顯著影響。 本研究的結(jié)論拓展了PBL與創(chuàng)造力教育的融合研究,也為教學(xué)設(shè)計者提出兩點啟示：其一,在學(xué)科教學(xué)中培養(yǎng)學(xué)生的創(chuàng)造力是未來學(xué)校創(chuàng)造力教育的發(fā)展方向之一；其二,在PBL教學(xué)設(shè)計中,教學(xué)設(shè)計者應(yīng)根據(jù)教學(xué)目標的不同選擇合適的問題設(shè)計策略。
[Abstract]:The cultivation of creativity is one of the important goals of school education. In recent years, Problem-based Learning has been advocated in mathematics teaching reform at home and abroad. It is emphasized that creating problem situations in class and cultivating students' creativity and creative thinking in problem-solving. Context is one of the core elements of problem design in PBL. The design of the problem situation is related to the classroom effect and will also affect the students' creative performance. Therefore, to explore what kind of problem situation can stimulate the students' creativity and creative thinking to a greater extent in the teaching design of mathematics. It has very important theoretical and practical significance. In this study, 111 junior high school students were randomly divided into four groups. The subjects were designed in 2 (familiarity: high / low) 脳 2 (specific: high / low) subjects to design creative problem-solving tasks. This paper examines how the familiarity and specificity of the problem situation affect the students' creative problem-solving (with suitability, novelty and fluency as the evaluation indicators). After the participants have completed the task of creative problem-solving. To report the degree of cognitive involvement and cognitive load in the process of solving the problem by filling out the post-task questionnaire immediately. In order to explore whether cognitive involvement and cognitive load play an intermediary role between situational characteristics and creative problem-solving. Under the premise of controlling the subjects' intelligence and mathematics academic achievement, the results showed that: 1. The change of situational familiarity of mathematical problems has no significant influence on the suitability, novelty and fluency of creative problem-solving for junior high school students. 2. Improving the concrete performance of mathematics problem situation can promote the suitability of creative problem solving, but it can restrain novelty and fluency to some extent. 3. The increase of familiarity and concreteness of mathematical problem situations can significantly improve the degree of cognitive involvement of junior high school students in the process of creative problem-solving. However, the mediating effect of cognitive involvement on situational characteristics and creative problem solving is not significant. 4. The increase of familiarity and concreteness of mathematical problem situations has a significant impact on the cognitive load of the creative problem-solving process of junior high school students. The conclusion of this study expands the research on the fusion of PBL and creativity education, and also provides two enlightenments for the instructional designers: first. Cultivating students' creativity in subject teaching is one of the developing directions of creativity education in the future. Secondly, in the PBL teaching design, the instructional designer should choose the appropriate problem design strategy according to the different teaching objectives.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2014
【分類號】：B844.2

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