本文關(guān)鍵詞： 家庭環(huán)境紛雜度 數(shù)學(xué)元認(rèn)知 數(shù)學(xué)成績　出處：《山東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：數(shù)學(xué)學(xué)習(xí)成績是考察兒童數(shù)學(xué)學(xué)習(xí)狀態(tài)和水平的重要指標(biāo)之一。已有研究發(fā)現(xiàn),個(gè)體的學(xué)習(xí)成績既受自身因素的影響,也受環(huán)境因素的影響。中高年級(jí)小學(xué)生的元認(rèn)知正處在迅速發(fā)展的時(shí)期,元認(rèn)知水平對(duì)個(gè)體學(xué)習(xí)的影響會(huì)越來越明顯,多項(xiàng)研究表明,小學(xué)生的數(shù)學(xué)元認(rèn)知與數(shù)學(xué)成績之間有顯著正相關(guān)。但如前所述,影響兒童學(xué)習(xí)成績的不僅有其自身的認(rèn)知因素,還有不容忽視的環(huán)境因素,對(duì)于小學(xué)兒童來說,家庭環(huán)境因素對(duì)其學(xué)習(xí)成績的影響也是廣泛而深遠(yuǎn)的。因此,本研究試圖考察個(gè)體自身因素與所處家庭環(huán)境因素對(duì)其學(xué)習(xí)成績的共同作用。家庭環(huán)境紛雜度是我們關(guān)注的家庭環(huán)境指標(biāo),與其他因素相比,家庭環(huán)境紛雜度代表了兒童家庭環(huán)境的一個(gè)獨(dú)特方面,主要是指居家環(huán)境擁擠、嘈雜、家庭生活缺乏秩序性等等。作為兒童成長的客觀背景,家庭環(huán)境紛雜度可能在數(shù)學(xué)元認(rèn)知與數(shù)學(xué)成績之間起到調(diào)節(jié)作用。本研究采用數(shù)學(xué)元認(rèn)知量表及家庭環(huán)境紛雜度量表(CHAOS,Confusion,Hubbub and Order Scale),調(diào)查了568名3-6年級(jí)學(xué)生及其家長,研究了小學(xué)中高年級(jí)學(xué)生的數(shù)學(xué)元認(rèn)知與數(shù)學(xué)成績的特點(diǎn)以及二者之間的關(guān)系,探討了家庭環(huán)境紛雜度對(duì)中高年級(jí)小學(xué)生數(shù)學(xué)元認(rèn)知及數(shù)學(xué)成績的關(guān)系的調(diào)節(jié)作用。研究結(jié)果如下:1.中高年級(jí)小學(xué)生數(shù)學(xué)元認(rèn)知各維度的性別主效應(yīng)顯著,女生數(shù)學(xué)元認(rèn)知的自我意象、自我調(diào)節(jié)、策略選擇和動(dòng)機(jī)維度顯著好于男生。2.數(shù)學(xué)元認(rèn)知各維度與家庭環(huán)境紛雜度和小學(xué)生數(shù)學(xué)成績均存在相關(guān):數(shù)學(xué)元認(rèn)知自我意象、策略選擇和動(dòng)機(jī)與家庭環(huán)境紛雜度顯著負(fù)相關(guān),自我調(diào)節(jié)與家庭環(huán)境紛雜度顯著正相關(guān);數(shù)學(xué)元認(rèn)知自我意象、自我調(diào)節(jié)、策略選擇和動(dòng)機(jī)與學(xué)生數(shù)學(xué)成績均存在顯著正相關(guān);家庭環(huán)境紛雜度與學(xué)生數(shù)學(xué)成績負(fù)相關(guān)。3.數(shù)學(xué)元認(rèn)知的自我意象、策略選擇維度能顯著正向預(yù)測中高年級(jí)小學(xué)生的數(shù)學(xué)成績;家庭環(huán)境紛雜度能顯著負(fù)向預(yù)測中高年級(jí)小學(xué)生的數(shù)學(xué)成績。4.家庭環(huán)境紛雜度在策略選擇和中高年級(jí)小學(xué)生數(shù)學(xué)成績之間起到了一定的調(diào)節(jié)作用。隨著兒童策略選擇水平的升高,兒童的數(shù)學(xué)成績也明顯升高,但在低家庭環(huán)境紛雜度的背景下,兒童的數(shù)學(xué)成績提高的更明顯些。最后,結(jié)合本研究結(jié)果和以往研究,討論分析了數(shù)學(xué)元認(rèn)知與兒童數(shù)學(xué)成績間的作用機(jī)制,提出了有關(guān)降低家庭環(huán)境紛雜度和提高兒童數(shù)學(xué)成績方面的教育建議。
[Abstract]:Mathematics achievement is one of the important indicators to investigate children's mathematics learning state and level. It has been found that individual learning achievement is affected by their own factors. The metacognition of primary and middle school students is in a period of rapid development, and the influence of metacognition level on individual learning will be more and more obvious, many studies show. There is a significant positive correlation between pupils' mathematical metacognition and mathematical achievement, but as mentioned earlier, there are not only their own cognitive factors, but also environmental factors that can not be ignored. For primary school children, the impact of family environmental factors on their academic performance is also widespread and far-reaching. This study attempts to investigate the interaction between individual factors and family environmental factors on their academic performance. Family environment complexity is the family environment indicators we pay attention to, compared with other factors. Family environment complexity represents a unique aspect of children's family environment, mainly refers to the crowded, noisy, family life lack of order and so on. As an objective background for children to grow up. Family environment complexity may play a regulatory role between mathematical metacognition and mathematical achievement. Hubbub and Order scale, a survey of 568 3-6 graders and their parents. This paper studies the characteristics of mathematics metacognition and mathematics achievement and the relationship between them. The effect of family environment complexity on the relationship between mathematics metacognition and mathematics achievement of primary and middle school pupils was discussed. The results are as follows: 1. The gender main effect of mathematics metacognition in middle and high school pupils is significant. Female students' mathematical metacognition of self-image, self-regulation. The dimensions of strategy choice and motivation are significantly better than boys. 2. There is a correlation between the dimensions of mathematical metacognition and the complexity of family environment and the mathematics achievement of primary school students: mathematical metacognitive self-image. Strategic choice and motivation are negatively correlated with family environment complexity, and self-regulation is positively correlated with family environment complexity. Mathematics metacognitive self-image, self-regulation, strategy choice and motivation have significant positive correlation with students' mathematics achievement. Thirdly, the self-image of mathematical metacognition and the dimension of strategy choice can significantly predict the mathematics achievement of middle and senior primary school students; The degree of family environment clutter can significantly predict the mathematics scores of middle and high grade pupils. 4. Family environment complexity plays a certain role in regulating the choice of strategies and the mathematics achievement of middle and high grade pupils. Increased level of strategy selection. Children's math scores also increased significantly, but in the context of low family environment complexity, children's math scores improved more significantly. Finally, combined with the results of this study and previous studies. This paper discusses and analyzes the mechanism of action between mathematical metacognition and children's mathematical achievement, and puts forward some educational suggestions on reducing the complexity of family environment and improving children's mathematical achievement.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：B842

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