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  本文關鍵詞：高一學生數(shù)學學習策略調(diào)查研究　出處：《魯東大學》2017年碩士論文　論文類型：學位論文

  更多相關文章： 高一學生 數(shù)學學習策略 教學建議

【摘要】：學習策略是學生在學習中,為了達到有效學習的目的而采用的各種方法、技能和規(guī)則。它對于提高學生的學習質(zhì)量具有重要的影響。了解高一學生數(shù)學學習策略水平狀況不僅有利于分析學生數(shù)學學習差異造成的原因,而且能夠幫助教師針對性地制定教學對策,提高高一學生數(shù)學學習的水平。本文是在走班教學背景下,研究男女生及不同班次學生之間數(shù)學學習策略水平的差異。首先采用文獻研究法梳理出國內(nèi)外有關學習策略和數(shù)學學習策略的研究現(xiàn)狀,在此基礎上結(jié)合高一學生數(shù)學學習的實際特點,參考王光明教授的“高中生數(shù)學學習策略調(diào)查問卷”,改編出“高一學生數(shù)學學習策略心理特征調(diào)查問卷”,從認知策略、元認知策略、資源管理策略三個主維度出發(fā),對煙臺市某中學高一年級學生實施了問卷調(diào)查。通過問卷調(diào)查,研究發(fā)現(xiàn):1.高一學生數(shù)學學習策略整體應用水平處于中等水平。2.高一男生與女生在學習策略的應用水平上不存在差異,但女生的資源管理策略水平高于男生。高一年級四個班次在學習策略的應用水平方面存在非常顯著的差異,在三個主維度——認知策略、元認知策略、資源管理策略方面都存在非常顯著的差異,且在這三個主維度上的得分情況為:實驗班(29)C班(29)B班(29)A班。3.高一男生與女生在學習策略的十一個子維度中,復述、反饋、反思與調(diào)節(jié)策略存在差異,而環(huán)境管理策略存在非常顯著的差異。高一年級四個班次的學生在學習策略的十一個子維度中,計劃、反饋、環(huán)境管理策略上存在差異,而在復述、監(jiān)視策略上存在顯著差異,在精加工、組織、反思與調(diào)解、時間管理、心境管理和外界求助策略上存在非常顯著的差異。4.結(jié)合問卷調(diào)查所得到的結(jié)論,從數(shù)學學習策略的三個主維度出發(fā)針對性地提出了提高高一學生數(shù)學學習策略水平的建議。
[Abstract]:Learning strategies for students in the learning of various methods in order to achieve the purpose of effective learning and using the skills and rules. It has important effect on improving the quality of students' learning. To understand the high school students mathematics learning strategy level not only has the reason to analyze students' mathematics learning differences, but also can help teachers to to develop teaching strategies, improve students' mathematics learning level. This article is in the background of teaching classes, between male and female students and students with mathematics learning strategies between different frequency levels. Firstly the research status about learning strategy and mathematics learning strategies at home and abroad by the method of literature research, on the basis of the actual characteristics of high a student of mathematics learning, reference to Professor Wang Guangming's "high school mathematics learning strategies questionnaire", "learning adaptation of Mathematics Strategy of psychological characteristics questionnaire, from cognitive strategies, metacognitive strategies, resource management strategies of three main dimensions, implementation of the survey of the first grade students in a middle school in Yantai city. Through the questionnaire survey, found that the overall application level of strategy in the middle level of.2. high boys and girls. There is no difference in learning the level of learning strategies of 1. high school students in mathematics, but the level of resource management strategies of girls is higher than boys. Four high frequency of the first grade there are very significant differences in the application level of learning strategies, the three main dimensions: cognitive strategies, metacognitive strategies, resource management strategies have very significant differences, and the scores in the three main dimensions: the experimental class (29) class C (29) B (29) A class.3. class a boys and girls in the eleven dimensions of learning strategies, repetition, feedback, reflection And the regulation strategy are different, and there are significant differences in environmental management strategies. The first grade four shifts of students in the learning strategies of eleven sub dimensions, plan, feedback, there are differences in environmental management strategy, monitoring strategy on repeat, there is significant difference in the organization, finishing, reflection and mediation, time management, there are significant differences in.4. with the survey results obtained in mood management and help the strategy, the three main dimensions of learning strategies in mathematics of the proposed improved learning strategies level suggest a number of students.

【學位授予單位】：魯東大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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本文編號：1399638