本文關(guān)鍵詞：高一學(xué)生數(shù)學(xué)抽象能力現(xiàn)狀調(diào)查研究　出處：《揚(yáng)州大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：教育部《普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)》修訂組組長王尚志教授明確提出高中數(shù)學(xué)的六大核心素養(yǎng),即數(shù)學(xué)抽象、邏輯推理、數(shù)學(xué)建模、數(shù)學(xué)運(yùn)算、直觀想象、數(shù)據(jù)分析。核心素養(yǎng),核心培養(yǎng)“全面發(fā)展的人”,培養(yǎng)能夠適應(yīng)終身發(fā)展和社會(huì)發(fā)展需要的必備品格和關(guān)鍵能力。數(shù)學(xué)抽象能力貫穿在數(shù)學(xué)的始終,又位居六大核心素養(yǎng)之首,是至關(guān)重要的。本論文主要采用文獻(xiàn)調(diào)查法、問卷調(diào)查法、測試卷調(diào)查法,試圖通過數(shù)學(xué)抽象度及抽象難度,建立數(shù)學(xué)抽象能力的評價(jià)框架,分析高一學(xué)生數(shù)學(xué)抽象能力的現(xiàn)狀,從而提出培養(yǎng)高一學(xué)生數(shù)學(xué)抽象能力的一些建議。本次研究以江蘇省某市公辦學(xué)校和民辦學(xué)校的兩個(gè)高一班級為調(diào)查對象,發(fā)放問卷239份,有效回收239份;發(fā)放測試題卷239份,有效回收238份。通過對調(diào)查的數(shù)據(jù)進(jìn)行Excel和Spss18.0分析,得到如下研究結(jié)論:問卷調(diào)查:(1)數(shù)學(xué)感興趣的學(xué)生比不喜歡數(shù)學(xué)的學(xué)生數(shù)學(xué)抽象能力高。(2)大部分學(xué)生在生活中不能抽象出數(shù)學(xué)問題,解決問題,對生活中的數(shù)學(xué)思考較少。(3)教師對數(shù)學(xué)抽象能力的培養(yǎng)力度不夠,未真正在課堂上落實(shí),在引導(dǎo)方面還有待提高。(4)學(xué)生對數(shù)學(xué)抽象能力的重視程度不夠。測試卷調(diào)查:(1)大部分學(xué)生數(shù)學(xué)抽象能力停留在符號階段,只有少一部分學(xué)生達(dá)到普適階段,對普適階段的建立法則、模式或者模型,并能夠在一般的意義上解釋具體事物這一抽象過程還有待提高。由此,我們可以初步知道高一學(xué)生數(shù)學(xué)抽象能力較弱。(2)民辦學(xué)校的學(xué)生數(shù)學(xué)抽象能力比公辦學(xué)校的學(xué)生數(shù)學(xué)抽象能力要高。特別是在符號階段及普適階段,兩學(xué)校的差距較大。(3)民辦學(xué)校重點(diǎn)班的學(xué)生數(shù)學(xué)抽象能力比公辦學(xué)校重點(diǎn)班學(xué)生的數(shù)學(xué)抽象能力要高。主要在普適階段差距較大。符號階段與普適階段的抽象度相同,但在解決抽象難度大的題目上,民辦學(xué)校的學(xué)生比公辦學(xué)校的學(xué)生數(shù)學(xué)抽象能力強(qiáng)。(4)民辦學(xué)校平行班的學(xué)生與公辦學(xué)校的平行班學(xué)生的數(shù)學(xué)抽象能力在符號階段略有差異,但從普適階段來看,兩個(gè)學(xué)校平行班的學(xué)生數(shù)學(xué)抽象能力基本持平。(5)數(shù)學(xué)抽象能力與性別無關(guān)。從相關(guān)性檢驗(yàn)及各階段的正確率來看,數(shù)學(xué)抽象能力與性別是沒有關(guān)系的。
[Abstract]:Professor Wang Shangzhi, head of the revision Group of ordinary Senior Middle School Mathematics Curriculum Standard of the Ministry of Education, has clearly put forward six core qualities of senior high school mathematics, namely, mathematical abstraction, logical reasoning, mathematical modeling, mathematical operation, and intuitive imagination. Data analysis. Core literacy, core cultivation of "all-round development of people", training can adapt to the development of life and social development needs of the necessary character and key ability. Mathematics abstract ability throughout the mathematics. This paper mainly adopts the methods of literature survey, questionnaire survey, test paper survey, trying to pass the mathematical abstraction and abstract difficulty. The evaluation frame of mathematics abstract ability is established, and the present situation of mathematics abstract ability of senior high school students is analyzed. Therefore, some suggestions on how to cultivate the abstract ability of mathematics of senior one students were put forward. 239 questionnaires were distributed to two senior high school classes in a public school and a private school in Jiangsu Province. Effective recovery of 239 copies; 239 copies of test questions were distributed and 238 copies were recovered effectively. Excel and Spss18.0 were used to analyze the data of the survey. The conclusion of the study is as follows: (1) students interested in mathematics have higher abstract ability of mathematics than students who do not like mathematics.) most students can not abstract mathematical problems and solve problems in life. There is less thinking about mathematics in life. (3) the training of mathematics abstract ability is not enough, and it is not really carried out in class. In the aspect of guidance, it needs to be improved. 4) the students pay less attention to the abstract ability of mathematics. The survey of the test paper: 1) most of the students' abstract ability of mathematics stays at the symbolic stage. Only a small number of students reach the universal stage, the establishment of the universal stage of the rules, patterns or models, and can explain the general meaning of the concrete things in the abstract process has yet to be improved. We can preliminarily know that the ability of mathematics abstraction of students in private schools is higher than that of students in public schools, especially in the stage of symbol and universality. The gap between the two schools is large. The mathematics abstract ability of the private school key class students is higher than the public school key class student's mathematics abstract ability, mainly in the universal stage, the symbol stage and the universal stage abstraction degree is the same. But in solving problems that are difficult to abstract. The students of the private school are stronger than the students of the public school in the abstract ability of mathematics. 4) the students of the parallel class of the private school and the student of the parallel class of the public school have a slight difference in the abstract ability of mathematics in the symbol stage. But from the general stage, the students' abstract ability of mathematics in parallel classes of two schools is basically equal. 5) the abstract ability of mathematics has nothing to do with gender, and from the correlation test and the correct rate of each stage. The abstract ability of mathematics has nothing to do with gender.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.6

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