本文選題：數(shù)學(xué)焦慮 + 數(shù)學(xué)考試焦慮�。� 參考：《湖南師范大學(xué)》2016年碩士論文

【摘要】：數(shù)學(xué)焦慮是個體在生活或?qū)W習(xí)中處理數(shù)字、應(yīng)用數(shù)學(xué)概念、習(xí)得數(shù)學(xué)知識或者進(jìn)行數(shù)學(xué)考試時產(chǎn)生的一種焦慮、緊張甚至畏懼的情緒狀態(tài)。數(shù)學(xué)焦慮對數(shù)學(xué)成績有較大影響。數(shù)學(xué)焦慮程度較高的人會對數(shù)學(xué)產(chǎn)生消極的態(tài)度,嚴(yán)重的甚至?xí)a(chǎn)生心理障礙。本文首先介紹了關(guān)于數(shù)學(xué)焦慮方面的主要研究成果,然后對高永金等人編制的《初中生數(shù)學(xué)焦慮問卷》作了修訂,再進(jìn)行問卷調(diào)查,以永州市江永縣某中學(xué)及長沙市某中學(xué)的初中生作為調(diào)查對象,從性別、年級等方面對農(nóng)村和城市初中生數(shù)學(xué)焦慮現(xiàn)狀進(jìn)行對比研究,旨在尋找農(nóng)村與城市初中生數(shù)學(xué)焦慮的異同,經(jīng)分析得出了一些結(jié)論,并針對老師、學(xué)生和家長提出了相應(yīng)的建議。本文調(diào)查所得到的結(jié)論如下:1.農(nóng)村初中生總體數(shù)學(xué)焦慮程度高于城市初中生。從整體的數(shù)學(xué)焦慮程度看,農(nóng)村初中生的數(shù)學(xué)焦慮程度明顯超過城市初中生;從四個維度的數(shù)學(xué)焦慮看,農(nóng)村初中生的負(fù)性評價焦慮、數(shù)學(xué)考試焦慮、數(shù)學(xué)知識焦慮、生活情景焦慮這四個維度的焦慮都高于城市初中生。四個維度數(shù)學(xué)焦慮中,農(nóng)村和城市初中生的負(fù)性評價焦慮都是最高的。2.農(nóng)村與城市初中生的數(shù)學(xué)焦慮在初一、初二、初三年級中都存在顯著差異。農(nóng)村初中各年級學(xué)生數(shù)學(xué)焦慮均高于城市各年級初中生。3.不同性別的初中生數(shù)學(xué)焦慮存在顯著差異。整體上,男生數(shù)學(xué)焦慮相比女生低,城市初中男生數(shù)學(xué)焦慮程度相比農(nóng)村初中男生也低。最后,本文分析得到農(nóng)村與城市數(shù)學(xué)焦慮產(chǎn)生差異的原因主要有以下幾個因素:學(xué)生對數(shù)學(xué)的學(xué)習(xí)興趣、學(xué)生的學(xué)習(xí)能力、班級學(xué)習(xí)氛圍及父母的文化程度等,并分別針對學(xué)生、家長和老師提出了相應(yīng)的建議。
[Abstract]:Mathematical anxiety is an individual in life or learning to deal with numbers, to apply mathematical concepts, to acquire mathematical knowledge or to have a state of anxiety, tension and even fear. Mathematical anxiety has a great influence on mathematical results. This article first introduces the main research results on mathematical anxiety, and then revises the junior high school mathematics anxiety questionnaire compiled by Gao Yongjin and others, and then carries out a questionnaire survey, taking the junior high school students of a middle school in Jiangyong County of Yongzhou and Changsha as the investigation object, from the aspects of sex and grade to agriculture. In order to find out the similarities and differences between rural and urban junior high school students' mathematical anxiety, the purpose of this study is to find out the similarities and differences between rural and urban junior high school students' mathematical anxiety. Some conclusions are obtained and some suggestions are made for teachers, students and parents. The conclusions of this paper are as follows: 1. the overall mathematical anxiety of junior middle school students in rural villages is higher than that of urban junior middle school students. From the overall mathematical anxiety level, the degree of mathematical anxiety in the rural junior middle school students is obviously higher than that of the urban junior high school students. From the four dimensions of mathematical anxiety, the negative evaluation anxiety of the rural junior high school students, the math test anxiety, the mathematical knowledge anxiety and the life situation anxiety are all higher than those of the urban junior middle school students. The four dimensions of the mathematical coke are higher than those of the urban junior middle school students. The negative evaluation anxiety of the rural and urban junior middle school students is the highest in the rural and urban junior middle school students' math anxiety in the first first, the second grade and the junior grade. The math anxiety of the junior middle school students in the junior middle school is higher than that of the junior middle school students in the urban junior middle school. There is a significant difference between the junior middle school students and the junior middle school students in the junior middle school. The math anxiety of the junior middle school students in the rural middle school is higher than that of the junior middle school students in the urban junior middle school. On the other hand, boys' math anxiety is lower than that of girls, and the degree of math anxiety in urban junior middle school boys is lower than that in rural junior middle school boys. Finally, the main reasons of the difference between rural and urban mathematics anxiety are as follows: Students' interest in mathematics learning, students' learning ability, class learning atmosphere and parents' cultural history And put forward corresponding suggestions for students, parents and teachers respectively.

【學(xué)位授予單位】：湖南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：G633.6

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本文編號：1850146