本文關鍵詞： 小學高年級學生 數(shù)學 審題障礙 心理干預 研究　出處：《四川師范大學》2017年碩士論文　論文類型：學位論文

【摘要】：審題是小學高年級學生數(shù)學解題的重要環(huán)節(jié)。教學實踐表明,大部分學生存在各種各樣的數(shù)學審題障礙�？朔䲠�(shù)學審題障礙可以提高數(shù)學解題效率、減輕數(shù)學學習負擔,增強學生學習數(shù)學的主動性、積極性和創(chuàng)造性,對培養(yǎng)學生良好的學習習慣和獨立自強的學習精神有重要意義。近年來,國內外研究者對學生數(shù)學審題障礙進行了大量研究,并取得了豐富的研究成果。從相關領域的研究成果和小學高年級數(shù)學教育教學實踐來看,小學高年級學生數(shù)學審題障礙大多由心理原因引起。目前,研究主要停留在探討層面。所謂的干預措施幾乎都是從數(shù)學教育教學方法入手,沒有從心理學角度進行系統(tǒng)性綜合性研究分析和干預實踐。所以,本研究以小學高年級學生為對象,從心理學與教育學融合的角度對數(shù)學審題障礙進行綜合研究和干預。本研究結合心理學相關知識和技術采用教學與方法對數(shù)學審題障礙進行干預,然后采用數(shù)量分析方法檢驗干預的實踐效果。首先,根據(jù)國內外相關領域的研究現(xiàn)狀總結和分析小學高年級學生產生數(shù)學審題障礙的典型心理原因。其次,結合小學五年級數(shù)學教學大綱和審題障礙的表現(xiàn)編制有針對性的試卷作為檢測工具。再次,選取具有代表性的某小學五年級兩個班作為研究對象,結合小學五年級數(shù)學教育教學,運用班級團體輔導技術對實驗組進行干預,對照組不作干預。最后,通過干預前后實驗組和對照組的數(shù)據(jù)分析,檢測干預效果,得出結論和啟示。本研究的實驗檢測結果表明,實驗組在相關審題障礙的題目上的正確率有所提高,對照組在干預前后無明顯差異。根據(jù)學生在班級團體輔導中的表現(xiàn)和測試結果,本研究得出如下結論。1.通過班級團體輔導的干預,小學高年級學生因心理輕視、畏難情緒、思維定勢而引起的數(shù)學審題障礙得到有效緩解。運用心理學知識和心理健康教育手段,如班級團體輔導,可以有效解決小學高年級學生數(shù)學學習中的困難和問題。2.將心理健康教育的基本知識和班級團體輔導的理論技術融入到數(shù)學課堂教學是小學高年級教育教學方法的創(chuàng)新,是心理學與教育學融合發(fā)展、創(chuàng)新運用的有效探索和實踐,有利于促進教學理念更新、強化課堂互動、活躍課堂氣氛、激發(fā)學生學習興趣,增強教學效果,有利于踐行和發(fā)展素質教育,促進學生全面成長。
[Abstract]:The teaching practice shows that most students have all kinds of obstacles in mathematics examination. Overcoming the obstacle can improve the efficiency of mathematical problem solving. It is of great significance to lighten the burden of mathematics study and enhance students' initiative, enthusiasm and creativity in learning mathematics, which is of great significance to cultivate students' good study habits and independent and self-reinforcing learning spirit. Researchers at home and abroad have done a lot of research on the obstacle of students' mathematics examination, and have made a lot of research results, from the related research results and the teaching practice of mathematics education in the senior grade of primary school. At present, the research mainly stops at the level of discussion. The so-called intervention measures are almost from the teaching methods of mathematics education. There is no systematic comprehensive research and intervention practice from the perspective of psychology. Therefore, this study is aimed at senior primary school students. From the perspective of the integration of psychology and pedagogy, the author makes a comprehensive research and intervention on the mathematics examination obstacle. This study combines the psychology related knowledge and technology to use the teaching and the method to intervene the mathematics examination question obstacle. Then the quantitative analysis method is used to test the practical effect of intervention. Firstly, according to the domestic and foreign research situation in related fields, it summarizes and analyzes the typical psychological reasons of mathematics examination obstacle of senior students in primary school. Secondly. Combined with the fifth grade mathematics syllabus and the performance of the performance of problem review obstacles to compile targeted test papers as a test tool. Thirdly, select a representative of the fifth grade of a primary school for the study of two classes. Combined with mathematics teaching in grade five, the experiment group was used to intervene the experimental group, while the control group did not. Finally, the data of the experimental group and the control group were analyzed before and after the intervention, and the effect of intervention was tested. Conclusion and enlightenment. The experimental results of this study show that the experimental group has improved the correct rate on the related problems. There is no significant difference between the control group before and after intervention. According to the students' performance and test results in class group counseling, this study draws the following conclusion: 1. Through class group counseling intervention. The problems of mathematics examination caused by psychological contempt, fear of difficulties and fixed thinking of students in primary school were effectively alleviated. Psychological knowledge and mental health education methods, such as class group counseling, were used. The basic knowledge of mental health education and the theory of class group guidance can be integrated into the mathematics classroom teaching is the teaching of primary school senior education. Innovation of methods. It is an effective exploration and practice of combining psychology and pedagogy, which can promote the renewal of teaching idea, strengthen classroom interaction, activate classroom atmosphere, stimulate students' interest in learning and enhance teaching effect. It is beneficial to practice and develop quality education and promote students' overall growth.
【學位授予單位】：四川師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G623.5

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本文編號：1468140