本文關(guān)鍵詞： 自主學(xué)習(xí) 學(xué)習(xí)方式 數(shù)學(xué)成績 小學(xué)數(shù)學(xué)　出處：《華東師范大學(xué)》2016年博士論文　論文類型：學(xué)位論文

【摘要】：信息時代的到來和創(chuàng)新人才的培養(yǎng),呼喚著學(xué)生自主性的提高。如何引導(dǎo)學(xué)生運(yùn)用自主的學(xué)習(xí)方式,有效提高學(xué)業(yè)成績并促進(jìn)素質(zhì)的全面和諧發(fā)展,是當(dāng)今課程教學(xué)改革的難點(diǎn)之一本研究針對小學(xué)生的數(shù)學(xué)學(xué)習(xí),從自主學(xué)習(xí)方式入手,運(yùn)用實(shí)證的方法,探討不同自主學(xué)習(xí)方式影響下小學(xué)生數(shù)學(xué)成績的差異(包括成績鞏固性的差異),并分析性別、年級、日常學(xué)習(xí)方式取向在影響中的調(diào)節(jié)作用。研究在查閱并綜合大量國內(nèi)外文獻(xiàn)資料的基礎(chǔ)上,首先對小學(xué)生數(shù)學(xué)自主學(xué)習(xí)的現(xiàn)狀進(jìn)行了問卷調(diào)查。借鑒齊莫曼等研制的相關(guān)自主學(xué)習(xí)量表,進(jìn)行了調(diào)查量表的指標(biāo)開發(fā)和項(xiàng)目分析,形成了小學(xué)生數(shù)學(xué)自主學(xué)習(xí)現(xiàn)狀的調(diào)查問卷,對北京市C區(qū)6所小學(xué)三年級和五年級共1535名學(xué)生開展了問卷調(diào)查。數(shù)據(jù)分析顯示,小學(xué)生數(shù)學(xué)自主學(xué)習(xí)現(xiàn)狀良好,學(xué)習(xí)動機(jī)維度水平最高,學(xué)習(xí)方式維度水平最低。研究接著以北京市C區(qū)6所小學(xué)一、三、五3個年級共2349名學(xué)生為對象開展了等組后測模式的實(shí)驗(yàn)。實(shí)驗(yàn)對象被分成相同的4組,小學(xué)生數(shù)學(xué)自主學(xué)習(xí)方式被劃分為“教師指導(dǎo)型”、“材料輔助型”、“獨(dú)立自學(xué)型”和“自學(xué)討論型”四種類型,實(shí)驗(yàn)對象的每組運(yùn)用其中一種類型的自主學(xué)習(xí)方式去學(xué)習(xí)指定的數(shù)學(xué)知識(同年級的內(nèi)容相同),過后對學(xué)習(xí)效果進(jìn)行了兩次測試(第一次是學(xué)完即測,第二次是在兩周以后,兩次的測試題完全相同)。實(shí)驗(yàn)探討自變量在4種不同處理水平(自主學(xué)習(xí)方式4種類型)影響下,因變量(數(shù)學(xué)測試成績)所形成的差異。根據(jù)布魯姆關(guān)于認(rèn)知目標(biāo)的新分類,實(shí)驗(yàn)還將數(shù)學(xué)測試水平劃分為理解、應(yīng)用、分析和創(chuàng)造4個層次,以探討自變量對因變量的影響在不同認(rèn)知水平上所呈現(xiàn)的特點(diǎn)。同時,實(shí)驗(yàn)將性別、年級、日常學(xué)習(xí)方式取向(分為日常學(xué)習(xí)方式偏好與日常學(xué)習(xí)方式應(yīng)用)作為實(shí)驗(yàn)的協(xié)變量,考察協(xié)變量在實(shí)驗(yàn)影響中的調(diào)節(jié)作用。實(shí)驗(yàn)結(jié)果顯示,“教師指導(dǎo)型”方式影響下的成績顯著高于其他方式影響下的成績,“獨(dú)立自學(xué)型”方式影響下的成績鞏固性最好,“自學(xué)討論型”方式影響下的成績鞏固性最差。理解水平和創(chuàng)造水平的測試題在不同自主學(xué)習(xí)方式影響下的成績沒有顯著差異,應(yīng)用水平和分析水平的測試題在不同自主學(xué)習(xí)方式影響下的成績具有顯著差異。在自主學(xué)習(xí)方式對小學(xué)生數(shù)學(xué)成績的影響中,性別變量調(diào)節(jié)作用不顯著,年級變量調(diào)節(jié)作用顯著,日常學(xué)習(xí)方式偏好調(diào)節(jié)作用不顯著,日常學(xué)習(xí)方式應(yīng)用調(diào)節(jié)作用顯著。本研究啟示,小學(xué)數(shù)學(xué)教學(xué)實(shí)踐中要改善教師的教育供給,加強(qiáng)教師指導(dǎo)的針對性,注重學(xué)習(xí)方式的多樣化,促進(jìn)小學(xué)生日常學(xué)習(xí)方式的偏好與應(yīng)用相統(tǒng)一以更好地提升小學(xué)生數(shù)學(xué)自主學(xué)習(xí)水平。
[Abstract]:The arrival of the information age and the cultivation of innovative talents call for the improvement of students' autonomy. How to guide students to use autonomous learning methods to effectively improve academic performance and promote the overall and harmonious development of quality. It is one of the difficult points in the reform of curriculum teaching. This study aims at the mathematics learning of primary school students, starts with the way of autonomous learning, and applies the empirical method. To explore the difference of pupils' mathematics achievement (including the difference of consolidation of achievement) under the influence of different autonomous learning style, and to analyze the gender and grade. On the basis of consulting and synthesizing a large amount of literature at home and abroad. First of all, the present situation of mathematics autonomous learning of primary school students was investigated by questionnaire, and the index development and item analysis of the questionnaire were carried out by using the relevant autonomous learning scale developed by Zimmerman and so on. The present situation of mathematics autonomous learning of primary school students was investigated and a questionnaire survey was conducted among 1535 students in grade 3 and grade 5 of 6 primary schools in area C of Beijing. The present situation of mathematics autonomous learning of primary school students is good, the level of learning motivation dimension is the highest, and the learning style dimension level is the lowest. A total of 2349 students in 53 grades were tested in the same post-test model. The subjects were divided into four groups, and the students' autonomous learning style was divided into "teacher-directed". There are four types: "material assistive", "independent self-study" and "self-study discussion". Each group of subjects used one of the types of autonomous learning to learn the specified mathematical knowledge (the content of the same grade is the same, after which the learning effect was tested twice (the first time is the test after learning). The second was two weeks later, and the two tests were exactly the same. The experiment explored the influence of independent variables on four different levels of treatment (autonomous learning style, four types). According to Bloom's new classification of cognitive goals, the level of mathematical test is divided into four levels: understanding, application, analysis and creation. In order to explore the influence of independent variables on dependent variables in different cognitive levels of the characteristics. At the same time, the experiment will be gender, grade. The orientation of daily learning style (including the preference of daily learning style and the application of daily learning style) was used as the covariable of the experiment, and the effect of the covariable on the influence of the experiment was investigated. The results under the influence of "teacher-guided" approach were significantly higher than those under the influence of other ways, and the "independent self-study" mode had the best performance consolidation. Under the influence of the "self-study discussion" approach, the results were the worst. There was no significant difference in the scores of the comprehension level and the creative level under the influence of different autonomous learning styles. There are significant differences between the application level and the analytical level of the test questions under the influence of different autonomous learning styles. In the influence of autonomous learning style on pupils' mathematics performance, the adjustment of gender variables is not significant. Grade variable adjustment function is significant, daily learning style preference regulation role is not significant, daily learning style adjustment effect is significant. This study enlightens, the primary school mathematics teaching practice should improve the teacher's educational supply. We should strengthen the pertinence of teachers' guidance, pay attention to the diversification of learning styles, and promote the unity of preference and application of pupils' daily learning styles in order to better improve the students' level of autonomous learning in mathematics.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2016
【分類號】：G623.5
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本文編號：1455398