本文選題：內(nèi)地新疆高中班　切入點(diǎn)：學(xué)業(yè)成績(jī)　出處：《中央民族大學(xué)》2017年碩士論文

【摘要】：內(nèi)地新疆高中班自2000年辦學(xué),取得的效果有目共睹,日趨成為學(xué)者和社會(huì)關(guān)注的焦點(diǎn)。從2000年至今,學(xué)者對(duì)內(nèi)地新疆高中班學(xué)生學(xué)業(yè)成績(jī)的研究方法更加完善,但針對(duì)內(nèi)地新疆高中班數(shù)學(xué)學(xué)業(yè)成績(jī)的量化研究卻相對(duì)較少。本論文以北京市7所內(nèi)地新疆高中班學(xué)生為研究對(duì)象,采用699份高三年級(jí)測(cè)試卷以及2637份調(diào)查問卷(涵蓋預(yù)科、高一、高二、高三四個(gè)年級(jí))。首先通過分析2637份問卷得到學(xué)習(xí)效能感、學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)習(xí)慣三者的結(jié)構(gòu)方程模型(structural equation modeling,SEM),然后通過驗(yàn)證性因子分析得到該SEM能夠較好擬合高三年級(jí)的問卷,表明該結(jié)構(gòu)模型具有一定的推廣價(jià)值。最終結(jié)合學(xué)業(yè)成績(jī)與三者的關(guān)系,采用不同模型間的簡(jiǎn)單比較,得到合理的交互影響模型。本論文應(yīng)用SEM以及項(xiàng)目反應(yīng)理論等多元統(tǒng)計(jì)分析技術(shù),主要利用SPSS17.0、AMOS17.0以及PARSCALE4.1軟件展開研究。本論文主要包括以下五個(gè)部分:第一部分,相關(guān)問題研究述評(píng)。主要采用文獻(xiàn)分析方法,梳理國(guó)內(nèi)有關(guān)研究?jī)?nèi)地新疆高中班學(xué)生數(shù)學(xué)學(xué)業(yè)成績(jī)以及利用SEM研究學(xué)業(yè)成績(jī)的相關(guān)文章,總結(jié)SEM在處理類似問題時(shí)的使用方法、原理以及誤區(qū)。第二部分,概念界定和研究設(shè)計(jì)。對(duì)論文中相關(guān)概念以及SEM理論進(jìn)行介紹,并根據(jù)SEM理論先驗(yàn)性特點(diǎn)給出參考的理論模型。同時(shí),確定研究對(duì)象、研究工具、研究方法及研究思路。第三部分,測(cè)試卷和調(diào)查問卷的質(zhì)量分析及其結(jié)構(gòu)分析。首先,對(duì)高三年級(jí)測(cè)試卷進(jìn)行難度、區(qū)分度、信度和結(jié)構(gòu)效度分析。然后,對(duì)所有年級(jí)問卷的信度、效度進(jìn)行分析,并結(jié)合相關(guān)理論框架建立合適的結(jié)構(gòu)模型。最后利用高三年級(jí)問卷數(shù)據(jù)檢驗(yàn)所建立結(jié)構(gòu)模型的適配性。第四部分,探索影響學(xué)業(yè)成績(jī)的交互模型�；诶碚摽蚣�,為更好擬合所收集的數(shù)據(jù),通過對(duì)比不同結(jié)構(gòu)模型之間的相對(duì)優(yōu)劣,從而確定理想的模型。第五部分,結(jié)果分析。根據(jù)理想模型找出影響學(xué)業(yè)成績(jī)的最主要因素,得到學(xué)習(xí)效能感對(duì)學(xué)業(yè)成績(jī)的影響最大,尤其是學(xué)習(xí)效能感中的"學(xué)生課堂專注聽講時(shí)間"對(duì)學(xué)生數(shù)學(xué)成績(jī)的影響最為重要。最后從教師角度給出解決的建議。
[Abstract]:Since the year 2000, the high school classes in Xinjiang have achieved obvious results and become the focus of attention of scholars and society. From 2000 to now, scholars' research methods on the academic achievements of high school students in Xinjiang are more perfect. However, there are relatively few quantitative studies on mathematics achievement of high middle school in Xinjiang, China. This paper takes 7 senior middle school students in Beijing as the research object, and adopts 699 grade three test papers and 2637 questionnaires (covering preparatory courses). First of all, through the analysis of 2637 questionnaires to get a sense of learning efficacy. The structural equation modeling model of learning motivation and learning habit is obtained by confirmatory factor analysis. The results show that the structural model has certain value of popularization. Finally, combining the relationship between academic achievement and the three models, a simple comparison between different models is adopted. A reasonable interaction model is obtained. This paper mainly uses SEM and item response theory to carry out the research using SPSS 17.0AMOS17.0 and PARSCALE4.1 software. This thesis mainly includes the following five parts: the first part, Review of related issues. This paper mainly adopts the method of literature analysis to summarize the methods of using SEM in dealing with similar problems by combing the relevant articles on mathematics academic achievement of senior middle school students in Xinjiang and using SEM to study academic achievement. The second part introduces the related concepts and SEM theory in this paper, and gives the reference theoretical model according to the transcendental characteristics of SEM theory. At the same time, the research object and research tools are determined. The third part, the quality analysis and structure analysis of test paper and questionnaire. First, the difficulty, distinction, reliability and structure validity of the test paper in grade 3 are analyzed. The reliability and validity of all grade questionnaires are analyzed, and a suitable structural model is established by combining with the relevant theoretical framework. Finally, the adaptability of the structural model is established by using the data test of senior three grade questionnaire. Based on the theoretical framework, in order to better fit the collected data, by comparing the relative advantages and disadvantages of different structural models, this paper determines the ideal model. Results: according to the ideal model, the most important factors affecting academic achievement were found out, and it was concluded that learning efficacy had the greatest influence on academic achievement. In particular, the influence of "the time of listening and listening in class" in the sense of learning efficacy is most important to the students' mathematics achievement. Finally, some suggestions are given from the teacher's point of view.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.6

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