本文選題：數(shù)學(xué)史 + 方差分析�。� 參考：《海南師范大學(xué)》2013年碩士論文

【摘要】：本文主要研究大學(xué)生的數(shù)學(xué)史素養(yǎng),對海南師范大學(xué)數(shù)學(xué)專業(yè)學(xué)生的數(shù)學(xué)史素養(yǎng)進(jìn)行問卷調(diào)查和訪談的形式,問卷調(diào)查由以下三方面組成：(1)對數(shù)學(xué)史的認(rèn)識(shí)(即從情感態(tài)度價(jià)值觀上對數(shù)學(xué)史的評價(jià))；(2)知道的數(shù)學(xué)史(學(xué)生掌握的數(shù)學(xué)史知識(shí))；(3)運(yùn)用數(shù)學(xué)史的能力。問卷調(diào)查的具體內(nèi)容見附錄。第三章主要用方差分析、多重比較、線性回歸等數(shù)學(xué)知識(shí),借助于SPSS18.0統(tǒng)計(jì)軟件包對數(shù)據(jù)(即問卷調(diào)查中的打分)進(jìn)行分析,得到了以下結(jié)果：(1)對不同年級進(jìn)行差異性分析,不同年級的數(shù)學(xué)史水平不同,大二、大三、大四依次遞增,且兩兩之間存在顯著性差異(p=0.000.05)。(2)對實(shí)驗(yàn)組與對照組進(jìn)行差異性分析,實(shí)驗(yàn)組跟對照組之間存在顯著性差異(p=0.000.05),數(shù)學(xué)史教育與學(xué)生數(shù)學(xué)考試成績呈正相關(guān)。(3)對三個(gè)組成部分間進(jìn)行線性分析,學(xué)生對數(shù)學(xué)史的認(rèn)識(shí)、知道的數(shù)學(xué)史與運(yùn)用數(shù)學(xué)史的能力這三部分之間呈顯著正相關(guān)(p0.01)；(4)對數(shù)學(xué)史素養(yǎng)與學(xué)生的成績進(jìn)行線性回歸分析,兩者之間成正相關(guān),相互影響顯著。 以上是對原始數(shù)據(jù)進(jìn)行了分析,但在實(shí)際生活中人們更關(guān)心的是等級劃分(比如優(yōu)秀、良好、一般、不合格等),所以在第四章用灰色聚類法,對學(xué)生掌握的數(shù)學(xué)史素養(yǎng)水平進(jìn)行等級劃分,通常人們認(rèn)為90-100為優(yōu)秀,80-90為良好,60-80為一般,60以下為不及格。按這種劃分79為一般,80為良好,但是79與80區(qū)別并不大,這種劃分并不十分合理。所以再用模糊聚類法。 基于第三章和第四章的研究,我們得到如下結(jié)論：大學(xué)生已具備一定的數(shù)學(xué)史素養(yǎng),但是整體水平稍差。具體的來講(1)師范類數(shù)學(xué)專業(yè)學(xué)生對數(shù)學(xué)史的認(rèn)識(shí)已經(jīng)達(dá)到一定高度；(2)但學(xué)生知道的數(shù)學(xué)史知識(shí)并不多；(3)學(xué)生運(yùn)用數(shù)學(xué)史的能力相對較差,實(shí)驗(yàn)組跟對照組沒什么差異。并對如何提高學(xué)生的數(shù)學(xué)史提些教學(xué)策略。(1)大學(xué)老師在上數(shù)學(xué)專業(yè)課時(shí)能從相關(guān)數(shù)學(xué)史講起；(2)提高選修課的質(zhì)量,延長選修課的時(shí)間,考慮選修課轉(zhuǎn)化為必修課,分四年教授；(3)形成良好的數(shù)學(xué)史氛圍,多舉辦數(shù)學(xué)史講座、數(shù)學(xué)史趣味演講等,調(diào)動(dòng)大家的積極性。
[Abstract]:This paper mainly studies the mathematics history literacy of the college students, and carries on the questionnaire survey and the interview form to the mathematics history literacy of the mathematics major students of Hainan normal University. The questionnaire survey consists of the following three aspects: the understanding of mathematics history (that is, the evaluation of mathematics history from the view of emotional attitude and values), and the ability of using mathematics history (students' knowledge of mathematics history). The specific contents of the questionnaire are attached. The third chapter mainly uses the mathematical knowledge such as analysis of variance, multiple comparisons, linear regression and so on, with the help of SPSS 18.0 statistical software package to analyze the data (that is, the score in the questionnaire), and obtains the following results: 1) to analyze the differences of different grades. The level of mathematics history of different grades was different. The difference between the experimental group and the control group was analyzed, and there was a significant difference between the two groups, the sophomore, the third and the fourth year, and there was a significant difference between the two groups. There was a significant difference between the experimental group and the control group. There was a significant difference between the experimental group and the control group. There was a positive correlation between the mathematics history education and the scores of the students' mathematics examination. The linear analysis of the three components was carried out, and the students' understanding of the history of mathematics was analyzed. There is a significant positive correlation between the known mathematics history and the ability to use mathematics history. (4) A linear regression analysis is carried out between mathematics history literacy and students' achievement. There is a positive correlation between the three parts and the interaction between them is significant. This is an analysis of the raw data, but in real life people are more concerned with gradation (such as excellent, good, average, unqualified, etc.), so in Chapter 4, grey clustering is used. According to the level of students' mathematics history literacy, it is generally considered that 90-100 is excellent 80-90, good 60-80 is normal and below 60 is flunked. It is good to divide 79 into general 80, but the difference between 79 and 80 is not great, and this kind of division is not very reasonable. So the fuzzy clustering method is used. Based on the research in the third and fourth chapters, we draw the following conclusions: college students have some mathematical history literacy, but the overall level is slightly poor. To be specific, students of normal mathematics majors have reached a certain level of understanding of mathematics history. But the students do not know much about the history of mathematics. 3) students' ability to use mathematics history is relatively poor, the experimental group and the control group have no difference. And how to improve students' history of mathematics. 1) the university teachers can start from the relevant mathematics history to improve the quality of elective courses, prolong the time of elective courses, and consider the conversion of elective courses into compulsory courses. In order to arouse the enthusiasm of the students, we should form a good atmosphere of mathematics history, hold more lectures on history of mathematics, and give interesting lectures on history of mathematics.
【學(xué)位授予單位】：海南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2013
【分類號】：G642;O1-4

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本文編號：2016175