【摘要】：學(xué)校心理健康教育不但關(guān)注學(xué)生的錯(cuò)誤認(rèn)知、不良情緒和行為問題等,而且也將心理學(xué)與其他學(xué)科進(jìn)行相互滲透,以提高學(xué)生的學(xué)習(xí)成績。其尤為關(guān)注中學(xué)生的數(shù)學(xué)錯(cuò)題管理能力,但更應(yīng)重視小學(xué)生的數(shù)學(xué)錯(cuò)題管理能力的培養(yǎng),以從小培養(yǎng)學(xué)生良好的學(xué)習(xí)習(xí)慣,降低學(xué)生的數(shù)學(xué)焦慮,提高學(xué)習(xí)效率,改善學(xué)習(xí)效果,促進(jìn)學(xué)習(xí)興趣。以往關(guān)于錯(cuò)題管理的研究中,更多是對(duì)初高中各科錯(cuò)題管理現(xiàn)狀的調(diào)查以及錯(cuò)題管理與學(xué)業(yè)成績的關(guān)系研究,很少對(duì)錯(cuò)題管理進(jìn)行干預(yù)的實(shí)驗(yàn)研究。目前針對(duì)錯(cuò)題管理進(jìn)行干預(yù)的研究中,研究者往往從錯(cuò)題管理的整體能力出發(fā),而很多研究表明學(xué)生對(duì)錯(cuò)題都很重視,錯(cuò)題管理的態(tài)度也非常積極,在學(xué)習(xí)上也會(huì)對(duì)錯(cuò)題進(jìn)行收集與整理,但在錯(cuò)題管理的策略上表現(xiàn)得比較欠缺。因此,本研究擬以元認(rèn)知策略教學(xué)為基礎(chǔ),設(shè)計(jì)并實(shí)施以促進(jìn)小學(xué)高年級(jí)學(xué)生數(shù)學(xué)錯(cuò)題管理策略為目標(biāo)的適合班級(jí)教學(xué)情境的訓(xùn)練課程。小學(xué)高年級(jí)學(xué)生數(shù)學(xué)錯(cuò)題管理策略的訓(xùn)練課程框架為：首先從認(rèn)知角度引導(dǎo)學(xué)生,“理解”錯(cuò)題的價(jià)值；然后“陳述”哪些錯(cuò)題需要錯(cuò)題管理,并把需要管理的錯(cuò)題“建構(gòu)”成錯(cuò)題集并分析原因；其次決定要用什么“策略”分析錯(cuò)題,運(yùn)用正確方法“解答”出來；最后“審查”錯(cuò)題分類、訂正與管理的正確性。訓(xùn)練課程實(shí)施時(shí)間為兩個(gè)月,隨機(jī)抽取西安市黃河小學(xué)五年級(jí)的兩個(gè)班級(jí)為實(shí)驗(yàn)班和對(duì)照班,其中實(shí)驗(yàn)班開展基于元認(rèn)知理論的小學(xué)高年級(jí)學(xué)生數(shù)學(xué)錯(cuò)題管理策略訓(xùn)練課程,對(duì)照班則進(jìn)行數(shù)學(xué)自習(xí)。改編劉儒德編制的中學(xué)生錯(cuò)題管理量表為小學(xué)生錯(cuò)題管理量表,進(jìn)行前測(cè)和后測(cè),分析學(xué)生干預(yù)前后的數(shù)學(xué)成績,并得出以下的結(jié)論：一、相比錯(cuò)題管理行為,小學(xué)高年級(jí)學(xué)生在數(shù)學(xué)錯(cuò)題管理策略方面表現(xiàn)較弱,錯(cuò)題管理策略分?jǐn)?shù)顯著地低于錯(cuò)題管理行為。二、小學(xué)高年級(jí)學(xué)生數(shù)學(xué)錯(cuò)題管理行為和錯(cuò)題管理策略兩個(gè)方面都沒有顯著的性別差異。三、小學(xué)高年級(jí)學(xué)生數(shù)學(xué)錯(cuò)題管理策略與數(shù)學(xué)學(xué)業(yè)成績呈現(xiàn)顯著的正相關(guān)。四、實(shí)驗(yàn)班錯(cuò)題管理策略得分和數(shù)學(xué)學(xué)習(xí)成績前、后測(cè)差異顯著,對(duì)照班前后測(cè)則無顯著差異,且實(shí)驗(yàn)組、對(duì)照組前后測(cè)數(shù)據(jù)差值差異顯著。因此,干預(yù)課程提高了學(xué)生對(duì)錯(cuò)題管理策略的掌握,也促進(jìn)了學(xué)生的數(shù)學(xué)成績,說明小學(xué)高年級(jí)學(xué)生數(shù)學(xué)錯(cuò)題管理策略的干預(yù)課程是有效的。
[Abstract]:School mental health education not only pays attention to students' wrong cognition, bad emotion and behavior problems, but also infiltrates psychology with other subjects to improve students' academic achievement. It pays special attention to the management ability of middle school students, but it should pay more attention to the cultivation of students' management ability in order to cultivate students' good study habits, reduce students' mathematics anxiety and improve their learning efficiency. Improve the effect of learning, promote learning interest. In the previous research on misquestion management, it is more about the investigation of the current situation of misquestion management and the relationship between misquestion management and academic achievement, and there are few experimental studies on the intervention of misquestion management. At present, in the research on the intervention of misquestion management, researchers often proceed from the overall ability of misquestion management, and many studies show that students attach great importance to misquestions, and the attitude of misquestion management is also very positive. It also collects and arranges the wrong questions in the study, but it lacks in the strategy of the wrong question management. Therefore, on the basis of metacognitive strategy teaching, this study intends to design and implement a training course which is suitable for class teaching situation with the goal of promoting the management strategies of mathematics misquestions among senior primary school students. The framework of the training curriculum for the management strategy of mathematical misquestions for senior students in primary schools is as follows: first, to guide students from a cognitive perspective, "to understand" the value of misquestions, and then to "state" which misquestions need misquestion management. The misquestions that need to be managed are "constructed" and the causes are analyzed; secondly, it is decided what "strategy" to use to analyze the wrong problems, and the correct method is used to "solve" them; finally, the "review" of the wrong questions is classified, revised and managed correctly. The training course was carried out for two months. Two classes in grade 5 of Yellow River Primary School in Xi'an City were randomly selected as experimental class and control class. Among them, the experimental class carried out the training course of management strategy of mathematical misquestions for senior students based on metacognitive theory. The control class carries on mathematics self-study. This paper adapts Liu Rude's middle school students' misquestion management scale to primary school students' misquestion management scale, carries on the pre-test and post-test, analyzes the students' mathematics achievement before and after the intervention, and draws the following conclusions: first, compared with the misquestion management behavior, The students in the grade of primary school are weak in the management strategy of the wrong problem in mathematics, and the score of the management strategy of the wrong question is significantly lower than the behavior of the management of the wrong question. Second, there is no significant gender difference in the management behavior and strategy of the students in the grade of primary school. Thirdly, there is a significant positive correlation between the management strategy of mathematics misquestions and the academic achievement of mathematics. 4. Before the scores of the misplaced questions management strategy and the scores of mathematics study, the difference between the post-test and the control class was significant, and the difference between the experimental group and the control group was significant, and the difference between the experimental group and the control group before and after the test was significant. Therefore, the intervention course improves the students' grasp of the management strategy of the wrong questions, and also promotes the students' mathematics achievement, which shows that the intervention course of the management strategy of the students in the grade of primary school is effective.
【學(xué)位授予單位】：陜西師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G442

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