本文選題：ARCS模型 + 數(shù)學(xué)活動(dòng)��； 參考：《華中師范大學(xué)》2016年碩士論文

【摘要】：數(shù)學(xué)應(yīng)用十分廣泛,數(shù)學(xué)學(xué)習(xí)也十分重要。數(shù)學(xué)概念、定義、定理、公式等都是他人的認(rèn)識(shí)成果、間接的經(jīng)驗(yàn),是很抽象的、不容易理解的。對(duì)于抽象知識(shí)的理解需要建立起直觀形象,幫助學(xué)習(xí)者積累感性經(jīng)驗(yàn),提高已有的認(rèn)識(shí)水平來理解抽象的數(shù)學(xué)。因此,數(shù)學(xué)活動(dòng)對(duì)于數(shù)學(xué)學(xué)習(xí)具有十分大的幫助。目前,很多學(xué)生學(xué)習(xí)數(shù)學(xué)的動(dòng)機(jī)不足,也無法從數(shù)學(xué)學(xué)習(xí)中獲得成就感。所以,從學(xué)習(xí)動(dòng)機(jī)的角度來審查數(shù)學(xué)活動(dòng)的設(shè)計(jì)就很有必要了。ARCS模型是科勒根據(jù)學(xué)生在教學(xué)過程中的期望和對(duì)學(xué)習(xí)成果的預(yù)料總結(jié)出來的,其主要目標(biāo)是激發(fā)與維持學(xué)生的學(xué)習(xí)動(dòng)機(jī)。ARCS是指影響動(dòng)機(jī)水平的四個(gè)影響因素：注意,相關(guān),自信,滿意,它提供了教學(xué)設(shè)計(jì)的具體參考流程。按照ARCS模型的研究流程,可以簡單的完成學(xué)生學(xué)習(xí)動(dòng)機(jī)的激發(fā),可以確保教學(xué)設(shè)計(jì)的嚴(yán)謹(jǐn)而高效。本文以咸寧市咸安實(shí)驗(yàn)中小學(xué)初一年級(jí)(4)班和(5)班,其中(4)班為實(shí)驗(yàn)組,參與者共58人,(5)班為對(duì)照組,參與問卷調(diào)查的共71人。首先,通過問卷調(diào)查對(duì)學(xué)習(xí)者進(jìn)行分析,分析其知識(shí)技能和學(xué)習(xí)動(dòng)機(jī)；其次,從ARCS模型提供的策略中選擇一些有針對(duì)地使用：再次,按照這些策略,以教材或?qū)W習(xí)材料為基礎(chǔ),不斷修改和完善數(shù)學(xué)活動(dòng)設(shè)計(jì),把激勵(lì)策略運(yùn)用在活動(dòng)教學(xué)過程中；最后,活動(dòng)結(jié)束后,再次對(duì)學(xué)生學(xué)習(xí)動(dòng)機(jī)進(jìn)行調(diào)查評(píng)估。研究結(jié)果表明,1、實(shí)驗(yàn)組在遇到數(shù)學(xué)難題樂意去解決的動(dòng)機(jī)、相信自己努力就能學(xué)好數(shù)學(xué)的自信心以及成功所產(chǎn)生的內(nèi)在激勵(lì)這三項(xiàng)偏低。即學(xué)生的探究精神和通過努力探究獲得成功的體驗(yàn)不足。2、實(shí)驗(yàn)組在實(shí)驗(yàn)之前各項(xiàng)學(xué)習(xí)動(dòng)機(jī)均低于對(duì)照組。3、實(shí)驗(yàn)過后,實(shí)驗(yàn)組的注意力和滿意度均有提升。由注意提升而帶來的學(xué)生對(duì)學(xué)習(xí)的關(guān)注已經(jīng)帶來了正向滿意度反饋,如果繼續(xù)按照這種教學(xué)模式實(shí)施下去,相信注意力會(huì)進(jìn)一步轉(zhuǎn)化為學(xué)習(xí)興趣,從而促使學(xué)習(xí)更加主動(dòng),帶來學(xué)習(xí)成績的改變,從而加強(qiáng)學(xué)生學(xué)習(xí)的自信心。
[Abstract]:Mathematics is widely used, and mathematics learning is also very important.Mathematical concepts, definitions, theorems, formulas, etc., are other people's cognitive achievements, indirect experience, is very abstract, not easy to understand.To understand abstract knowledge, it is necessary to establish an intuitive image to help learners accumulate perceptual experience and improve their existing cognitive level to understand abstract mathematics.Therefore, the mathematics activity has the very big help to the mathematics study.At present, many students do not have enough motivation to learn mathematics.Therefore, it is necessary to review the design of mathematical activities from the perspective of learning motivation. The ARCS model is summed up by Kohler according to the expectations of students in the teaching process and the expected learning results.The main goal is to stimulate and maintain the students' learning motivation. ARCS refers to the four influencing factors: attention, correlation, self-confidence and satisfaction, which provide the concrete reference flow of the teaching design.According to the research flow of ARCS model, students' motivation can be easily stimulated, and the design of teaching can be rigorous and efficient.In this paper, the first grade of Xianning experimental primary and middle school, grade 4) and the class No. 5) were taken as the experimental group, the participants were 58 participants as the control group, and 71 participants participated in the questionnaire survey.First of all, the learners are analyzed by questionnaire to analyze their knowledge, skills and motivation. Secondly, the strategies provided by the ARCS model are selected to be used in a targeted way: thirdly, according to these strategies, textbooks or learning materials are used as the basis.Constantly modify and perfect the mathematics activity design, apply the incentive strategy in the activity teaching process; finally, after the activity is finished, carry on the investigation and evaluation to the student's learning motivation again.The results show that the experimental group is low in its motivation to solve mathematical problems, its confidence in learning mathematics well and its intrinsic motivation for success.That is to say, the students' spirit of inquiry and the experience of success through hard exploration are not enough. The learning motivation of the experimental group is lower than that of the control group before the experiment. After the experiment, the attention and satisfaction of the experimental group are improved.The students' attention to learning from attention raising has brought positive satisfaction feedback. If we continue to follow this teaching model, we believe that attention will be further transformed into learning interest, which will lead to more active learning.Bring about the change of academic achievement, thus strengthen the students' self-confidence in learning.
【學(xué)位授予單位】：華中師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：G633.6

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本文編號(hào)：1767656