本文選題：數(shù)學(xué)閱讀 + 數(shù)學(xué)符號(hào)理解　； 參考：《山西師范大學(xué)》2017年碩士論文

【摘要】：數(shù)學(xué)閱讀是數(shù)學(xué)學(xué)習(xí)的一種重要方式。目前,國內(nèi)關(guān)于數(shù)學(xué)閱讀的理論及研究成果在不斷地發(fā)展壯大。經(jīng)過對相關(guān)研究的整理及分析,筆者發(fā)現(xiàn)有關(guān)數(shù)學(xué)閱讀的研究多是從教育學(xué)的角度出發(fā),主要對數(shù)學(xué)閱讀教學(xué)、數(shù)學(xué)閱讀方法、數(shù)學(xué)閱讀能力的培養(yǎng)方面進(jìn)行研究,對數(shù)學(xué)閱讀影響因素方面的研究多是從心理學(xué)的角度出發(fā),例如個(gè)體CPFS結(jié)構(gòu)和閱讀自我監(jiān)控、圖式、類比等方面進(jìn)行。數(shù)學(xué)教學(xué)就是數(shù)學(xué)語言的教學(xué),而數(shù)學(xué)語言又可以分為文字、符號(hào)以及圖形語言。學(xué)生的數(shù)學(xué)閱讀受到多方面因素的影響,其中數(shù)學(xué)符號(hào)理解作為一個(gè)重要的影響因素還尚未有深入的研究。本研究在已有研究理論的基礎(chǔ)之上,提出自己對數(shù)學(xué)符號(hào)理解以及數(shù)學(xué)閱讀的理論定義和操作定義,從心理學(xué)角度將數(shù)學(xué)符號(hào)理解劃分為符號(hào)識(shí)別、語言分析、意義建構(gòu)三個(gè)層次,將數(shù)學(xué)閱讀劃分為字符編碼、語言轉(zhuǎn)譯和綜合理解三個(gè)層次,以此出發(fā)編制數(shù)學(xué)符號(hào)理解測試卷與數(shù)學(xué)閱讀測試卷,進(jìn)而對數(shù)學(xué)符號(hào)理解現(xiàn)狀以及兩者之間的影響進(jìn)行研究。在此基礎(chǔ)上對數(shù)據(jù)進(jìn)行分析,得出如下結(jié)論:(1)在數(shù)學(xué)符號(hào)理解現(xiàn)狀方面,高中生總體數(shù)學(xué)符號(hào)理解現(xiàn)狀一般,在男女性別上不存在顯著差異;高一分別與高二、高三年級(jí)差異性顯著,但是高二、高三年級(jí)只在中數(shù)學(xué)符號(hào)理解組差異顯著,高中數(shù)學(xué)符號(hào)理解整體隨著年級(jí)的升高而降低。數(shù)學(xué)教師對待數(shù)學(xué)符號(hào)教學(xué)的態(tài)度在很大程度上影響學(xué)生對數(shù)學(xué)符號(hào)學(xué)習(xí)的態(tài)度;學(xué)生對數(shù)學(xué)的學(xué)習(xí)興趣與對數(shù)學(xué)符號(hào)的學(xué)習(xí)興趣有極大的相關(guān)性。(2)高中數(shù)學(xué)符號(hào)理解與數(shù)學(xué)閱讀具有顯著性正相關(guān);(3)數(shù)學(xué)符號(hào)理解水平高的,數(shù)學(xué)閱讀水平也高,同樣的數(shù)學(xué)閱讀水平高的,數(shù)學(xué)符號(hào)理解水平也高;(4)數(shù)學(xué)符號(hào)理解水平能在很大程度上反映數(shù)學(xué)閱讀水平,數(shù)學(xué)符號(hào)理解對數(shù)學(xué)閱讀有直接的影響。最后,基于對研究結(jié)果的分析,提出提高高中生數(shù)學(xué)閱讀水平的教學(xué)策略。
[Abstract]:Mathematics reading is an important way to learn mathematics. At present, the domestic mathematical reading theory and research results are constantly growing. Through sorting out and analyzing the related research, the author finds that the research on mathematical reading is mostly from the angle of pedagogy, and mainly studies the teaching of mathematics reading, the method of mathematics reading, and the cultivation of mathematics reading ability. The research on the influencing factors of mathematical reading is mainly from the perspective of psychology, such as individual CPFS structure and reading self-monitoring, schema, analogy and so on. Mathematics teaching is the teaching of mathematical language, which can be divided into characters, symbols and graphics language. Students' mathematical reading is influenced by many factors, among which the understanding of mathematical symbols as an important factor has not been deeply studied. On the basis of existing research theories, this study puts forward its own theoretical definition and operational definition of mathematical symbol understanding and mathematical reading. From the perspective of psychology, the mathematical symbol understanding is divided into symbol recognition, language analysis, and so on. It divides the mathematical reading into three levels: character coding, language translation and comprehensive understanding, so as to compile the mathematical symbol comprehension test volume and the mathematical reading test paper. Then the paper studies the current situation of mathematical symbol understanding and the influence between them. Based on the analysis of the data, the following conclusions are drawn: 1) in terms of the current situation of understanding mathematical symbols, the general understanding of mathematical symbols in senior high school students is general, and there is no significant difference between men and women in terms of gender. The difference of grade three is significant, but in grade two and grade three, there are significant differences only in the group of middle mathematics symbol understanding, and the whole mathematics symbol understanding of senior high school decreases with the increase of grade. To a great extent, the attitude of mathematics teachers towards the teaching of mathematical symbols affects the attitude of students to the study of mathematical symbols; There is a great correlation between students' interest in learning mathematics and their interest in learning mathematical symbols. (2) there is a significant positive correlation between the understanding of mathematical symbols and the reading of mathematics in senior high school. 3) the level of understanding of mathematical symbols is high, and the level of reading is also high. If the same level of mathematical reading is high, the level of understanding of mathematical symbols is also high. (4) the level of understanding of mathematical symbols can to a large extent reflect the level of mathematical reading, and the understanding of mathematical symbols has a direct impact on mathematical reading. Finally, based on the analysis of the research results, the teaching strategies to improve the mathematics reading level of senior high school students are put forward.
【學(xué)位授予單位】：山西師范大學(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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