本文選題：數(shù)學(xué)學(xué)習(xí)　切入點(diǎn)：自我效能感　出處：《安徽師范大學(xué)》2016年碩士論文

【摘要】：數(shù)學(xué)學(xué)習(xí)自我效能感是個(gè)體在數(shù)學(xué)學(xué)習(xí)過(guò)程中,對(duì)能否利用掌握的數(shù)學(xué)知識(shí)技能和擁有的數(shù)學(xué)能力去解決特定具體的數(shù)學(xué)情境下的問(wèn)題的自我評(píng)估,是對(duì)自己數(shù)學(xué)能力和數(shù)學(xué)行為的自信程度的衡量。數(shù)學(xué)學(xué)習(xí)自我效能感的提升與培育對(duì)于學(xué)生良好的情感態(tài)度價(jià)值觀培養(yǎng)具有一定的意義。文章采用了定性與定量相結(jié)合的研究方法,綜合運(yùn)用了Excel、Matlab7.1和SPSS19.0等數(shù)據(jù)處理軟件。通過(guò)問(wèn)卷調(diào)查和個(gè)案訪談對(duì)高一學(xué)生的數(shù)學(xué)學(xué)習(xí)自我效能感現(xiàn)狀進(jìn)行研究,得到:高一學(xué)生數(shù)學(xué)學(xué)習(xí)自我效能感水平普遍中等偏下,現(xiàn)狀不容樂(lè)觀;并且存在顯著的性別差異和學(xué)校差異:男生的數(shù)學(xué)學(xué)習(xí)自我效能感的平均水平高于女生,省重點(diǎn)學(xué)校的學(xué)生數(shù)學(xué)學(xué)習(xí)自我效能感略高于非省重點(diǎn)學(xué)校的學(xué)生數(shù)學(xué)學(xué)習(xí)自我效能感。針對(duì)現(xiàn)狀調(diào)查結(jié)果,結(jié)合數(shù)學(xué)教學(xué)實(shí)際,提出提升數(shù)學(xué)學(xué)習(xí)能力自我效能感的策略是:重視基礎(chǔ),規(guī)范引導(dǎo),提升運(yùn)算能力自我效能感;分層教學(xué),創(chuàng)設(shè)情境,提升思維能力自我效能感;喚起直觀,梳理結(jié)構(gòu),提升空間想象力自我效能感;運(yùn)用四步解題,循序漸進(jìn),提升問(wèn)題解決能力自我效能感。提升數(shù)學(xué)學(xué)習(xí)行為自我效能感的策略是:開(kāi)展積極評(píng)價(jià),提供成功體驗(yàn);注重訓(xùn)練自比,引導(dǎo)科學(xué)歸因;創(chuàng)設(shè)和諧氛圍,消除數(shù)學(xué)焦慮;進(jìn)行監(jiān)控指導(dǎo),傳授元認(rèn)知策略。對(duì)數(shù)學(xué)學(xué)習(xí)能力自我效能感與數(shù)學(xué)學(xué)習(xí)行為自我效能感的提升策略進(jìn)行實(shí)驗(yàn)研究,通過(guò)前后測(cè)數(shù)據(jù)對(duì)比等途徑進(jìn)行效果檢驗(yàn),得到:高一學(xué)生數(shù)學(xué)學(xué)習(xí)自我效能感的提升策略可以有效地提高學(xué)生的數(shù)學(xué)學(xué)習(xí)自我效能感的總體水平。
[Abstract]:The sense of self-efficacy in mathematics learning is the self-evaluation of whether one can use the mathematics knowledge and skills and the mathematics ability to solve the problems in a specific mathematical situation in the process of mathematics learning. It is a measure of confidence in mathematics ability and mathematical behavior. The promotion and cultivation of self-efficacy in mathematics learning has certain significance for the cultivation of students' good emotional attitude and values. Quantitative research methods, By using the data processing software of Excel Matlab 7.1 and SPSS19.0, the present situation of mathematics learning self-efficacy of senior high school students is studied by questionnaire and case interview. It is concluded that the level of mathematics learning self-efficacy of senior high school students is generally lower than that of senior high school students. The present situation is not optimistic, and there are significant gender differences and school differences: the average level of self-efficacy in mathematics learning of male students is higher than that of girls. The students' self-efficacy in mathematics learning in provincial key schools is slightly higher than that in non-provincial key schools. The strategies to promote self-efficacy of mathematics learning ability are: attaching importance to foundation, standardizing guidance, promoting self-efficacy sense of arithmetic ability, teaching in layers, creating situation, promoting self-efficacy sense of thinking ability, arousing intuition and combing structure. The strategies to promote self-efficacy of mathematics learning behavior are to carry out positive evaluation and provide successful experience. Pay attention to training self-comparison, guide scientific attribution, create harmonious atmosphere, eliminate mathematical anxiety, conduct monitoring and guidance, Imparting metacognitive strategies. The effects of self-efficacy of mathematics learning ability and self-efficacy of mathematics learning behavior were tested by comparing the data before and after testing. It is concluded that the strategies of improving the self-efficacy of mathematics learning of senior one students can effectively improve the overall level of students' self-efficacy in mathematics learning.
【學(xué)位授予單位】：安徽師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類(lèi)號(hào)】：G633.6

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