本文選題：初中生 + 數(shù)學(xué)學(xué)習(xí)��； 參考：《山東師范大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)是學(xué)生掌握知識(shí)、發(fā)展能力的一門(mén)重要學(xué)科。每個(gè)階段的數(shù)學(xué)學(xué)科包含不同領(lǐng)域的知識(shí)內(nèi)容。初中階段,學(xué)生們要接受的數(shù)學(xué)知識(shí)開(kāi)始抽象、復(fù)雜,具體包含數(shù)與代數(shù)、空間與圖形、統(tǒng)計(jì)與概率、實(shí)踐與綜合運(yùn)用四大領(lǐng)域。然而在初中這一階段,學(xué)生的學(xué)習(xí)時(shí)間和精力是有限的,學(xué)生的認(rèn)知水平也是有限的,面對(duì)紛繁復(fù)雜的數(shù)學(xué)知識(shí),要想保證學(xué)生能夠掌握初中階段必要的,新課標(biāo)要求的基本知識(shí)和技能,并且在中考的考核機(jī)制下取得良好的成績(jī),學(xué)生就必須發(fā)揮主體意識(shí),根據(jù)課標(biāo)要求,結(jié)合自己的能力,將有限的注意資源合理分配、集中在學(xué)科的重點(diǎn)和難點(diǎn)知識(shí)上。這就要求學(xué)生在學(xué)習(xí)的過(guò)程中要具有一定的選擇性注意能力,培養(yǎng)必要的選擇性注意策略,教師在教學(xué)過(guò)程中也要適當(dāng)?shù)匾龑?dǎo)和激發(fā)學(xué)生提高自己的選擇性注意水平并培養(yǎng)相應(yīng)的策略。本文就在前人研究的基礎(chǔ)上對(duì)初中階段的學(xué)生的選擇性注意水平進(jìn)行調(diào)查,了解學(xué)生的選擇性注意水平的現(xiàn)狀,并且將選擇性注意的相關(guān)理論與數(shù)學(xué)學(xué)科的教學(xué)聯(lián)系起來(lái),提供一些教學(xué)建議以改進(jìn)教學(xué)。首先,在本研究中,筆者通過(guò)查閱文獻(xiàn)的方法對(duì)選擇性注意的相關(guān)理論研究進(jìn)行闡述,對(duì)選擇性注意的內(nèi)涵、作用機(jī)制、理論模型、相關(guān)策略以及在學(xué)科教學(xué)的相關(guān)應(yīng)用等進(jìn)行概括,并在此基礎(chǔ)上,筆者對(duì)數(shù)學(xué)學(xué)習(xí)中的選擇性注意進(jìn)行了理論構(gòu)建,對(duì)選擇性注意進(jìn)行了相關(guān)概念的界定,對(duì)選擇性注意進(jìn)行了分類(lèi),并且給出了選擇性注意的四個(gè)品質(zhì)。其次,筆者編制了體現(xiàn)學(xué)生選擇性注意水平的相關(guān)測(cè)驗(yàn)問(wèn)卷,對(duì)初中生(初二、初三)進(jìn)行調(diào)查,了解不同年級(jí)、不同性別、不同成績(jī)的學(xué)生數(shù)學(xué)學(xué)習(xí)中選擇性注意水平的現(xiàn)狀;此外,本文還采用訪談的方式隨機(jī)地對(duì)調(diào)查學(xué)校的部分?jǐn)?shù)學(xué)教師進(jìn)行訪談,旨在了解教師的教學(xué)方式、教學(xué)內(nèi)容、以及學(xué)生的學(xué)習(xí)表現(xiàn)(包括課堂、課下的表現(xiàn))等等;最后通過(guò)SPSS、EXCELL軟件對(duì)統(tǒng)計(jì)的結(jié)果進(jìn)行分析,得出以下結(jié)論:(1)在解決數(shù)學(xué)問(wèn)題上,不同年級(jí)、不同成績(jī)的學(xué)生選擇性注意水平存在顯著性差異;(2)在選擇性注意策略的應(yīng)用上,初中生的策略應(yīng)用情況不容樂(lè)觀,其中不同年級(jí)、不同成績(jī)的學(xué)生選擇性注意策略的應(yīng)用情況也大不相同。最后,根據(jù)以上分析可得學(xué)生的選擇性注意水平與學(xué)習(xí)成績(jī)呈現(xiàn)明顯的正相關(guān)�？梢�(jiàn),選擇性注意對(duì)于促進(jìn)學(xué)生的高效學(xué)習(xí)、提高學(xué)生的學(xué)習(xí)成績(jī)意義重大。因此,筆者最后對(duì)教學(xué)進(jìn)行深刻的反思并給出了具體的教學(xué)建議。并且指出:教師應(yīng)當(dāng)在具體的教學(xué)過(guò)程中,根據(jù)具體的教學(xué)內(nèi)容,選擇適當(dāng)?shù)慕虒W(xué)方式合理組織教學(xué),引導(dǎo)學(xué)生對(duì)學(xué)習(xí)內(nèi)容的選擇性注意;引導(dǎo)學(xué)生通過(guò)學(xué)習(xí)目標(biāo)、問(wèn)題串來(lái)明確學(xué)習(xí)的重點(diǎn)內(nèi)容;要注重培養(yǎng)和訓(xùn)練學(xué)生的選擇性注意能力,注重學(xué)生的選擇性注意策略的應(yīng)用。從而提高學(xué)生的選擇性注意能力,調(diào)動(dòng)學(xué)生學(xué)習(xí)的主體性,為學(xué)生今后的數(shù)學(xué)學(xué)習(xí)培養(yǎng)良好的學(xué)習(xí)習(xí)慣。
[Abstract]:Mathematics is an important subject for students to master knowledge and develop ability. Each stage of mathematics includes knowledge content in different fields. Junior middle school stage, the mathematics knowledge that students want to accept begins to abstract, complex, including the number and algebra, space and graphics, statistics and probability, practice and comprehensive use of four major fields. However, in junior high school In the first stage, the students' learning time and energy are limited and the students' cognitive level is limited. In the face of complicated and complicated mathematical knowledge, it is necessary to ensure that students can grasp the basic knowledge and skills required by the junior middle school and the new curriculum standard. And the students have to make good results in the examination system of the middle school, and the students must give full play to the main body. Consciousness, according to the requirements of the curriculum standard, combined with the ability of our own, to allocate the limited attention resources rationally and concentrate on the key and difficult knowledge of the subject. This requires the students to have certain selective attention in the process of learning, to cultivate the necessary selective attention strategy, and to guide and stimulate the teachers properly in the course of teaching. On the basis of previous studies, this paper investigates the selective attention level of junior middle school students on the basis of previous studies to understand the status of students' selective attention level, and links the relevant theories of selective attention with the teaching of mathematics, and provides some of them. In this study, in this study, the author expounds the relevant theoretical research on selective attention in this study, summarizes the connotation of selective attention, the mechanism of action, the theoretical model, the related strategies and the related application in the course of teaching, and on this basis, the author is on the basis of the study of mathematics. The selective attention was constructed, the concept of selective attention was defined, the selective attention was classified, and the four qualities of selective attention were given. Secondly, the author compiled a questionnaire to reflect the students' selective attention level, and investigated the junior middle school students (junior two, junior three) and understand the difference. In addition, the interview is used to interview some of the math teachers in the school, in order to understand the teaching methods, the content of the teaching, and the performance of the students (including the classroom, the performance under the class) and so on. Through the analysis of the statistical results by SPSS and EXCELL software, the following conclusions are drawn: (1) there are significant differences in the selective attention level of students of different grades and grades in solving mathematical problems. (2) the application of selective attention strategy is not optimistic, among which the different grades and grades are different. The application of selective attention strategy is very different. Finally, according to the above analysis, the students' selective attention level has a positive correlation with the academic achievement. Therefore, selective attention is very important to promote the students' efficient learning and improve the students' learning achievement. In the course of specific teaching, it is pointed out that teachers should organize teaching rationally according to the specific teaching content, choose appropriate teaching methods, guide students' selective attention to the content of learning, guide students to clear the key content of learning through learning goals and problems, and pay attention to training and training. Training students' selective attention ability and paying attention to the application of students' selective attention strategy, thus improving the students' selective attention ability, mobilizing the subjectivity of students' learning, and cultivating good learning habits for the students' future mathematics learning.

【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：G633.6

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 李秀君;石文典;;選擇性注意對(duì)聽(tīng)覺(jué)內(nèi)隱學(xué)習(xí)的影響[J];心理學(xué)報(bào);2016年03期

2 張恒超;陰國(guó)恩;;參照性交流雙方學(xué)習(xí)效果和選擇性注意的比較[J];心理與行為研究;2016年01期

3 張恒超;;同等學(xué)習(xí)程度下參照性交流和個(gè)人學(xué)習(xí)選擇性注意的比較研究[J];西南大學(xué)學(xué)報(bào)(自然科學(xué)版);2015年04期

4 高媛;江建國(guó);;動(dòng)態(tài)幾何對(duì)學(xué)生選擇性注意力影響的認(rèn)知分析[J];科技視界;2014年09期

5 朱興梅;;選擇性注意策略及其在語(yǔ)文閱讀教學(xué)中的應(yīng)用[J];學(xué)語(yǔ)文;2013年01期

6 張恒超;陰國(guó)恩;;關(guān)系復(fù)雜性對(duì)關(guān)系類(lèi)別間接性學(xué)習(xí)中選擇性注意的影響[J];心理科學(xué);2012年04期

7 朱志平;;選擇性注意的因素:課堂動(dòng)態(tài)生成資源的形成機(jī)制[J];教育理論與實(shí)踐;2010年17期

8 孔愛(ài)華;;運(yùn)用選擇性注意策略指導(dǎo)學(xué)生自主學(xué)習(xí)[J];中學(xué)生物教學(xué);2010年06期

9 張文宇;傅海倫;;初中生數(shù)學(xué)學(xué)習(xí)選擇能力的年級(jí)差異調(diào)查研究[J];數(shù)學(xué)教育學(xué)報(bào);2010年02期

10 李盧一;鄭燕林;;選擇性注意理論對(duì)多媒體課件設(shè)計(jì)的啟示[J];中國(guó)教育信息化;2009年16期

相關(guān)博士學(xué)位論文 前1條

1 張朋;前額葉的認(rèn)知控制對(duì)選擇性注意的作用[D];中國(guó)科學(xué)技術(shù)大學(xué);2006年

相關(guān)碩士學(xué)位論文 前2條

1 張慧民;小學(xué)學(xué)習(xí)困難生選擇性注意特點(diǎn)的眼動(dòng)研究[D];蘇州大學(xué);2012年

2 陳勇;視覺(jué)神經(jīng)系統(tǒng)的注意機(jī)制研究[D];國(guó)防科學(xué)技術(shù)大學(xué);2009年

，

本文編號(hào)：1839374