本文選題：預初學生 + 數學焦慮　； 參考：《上海師范大學》2017年碩士論文

【摘要】：數學焦慮是一種消極的學業(yè)情緒,數學焦慮過度會影響學生的自我認知過程,進而對學生的數學學習產生不利影響�，F階段,國內外相關學者對于數學焦慮的研究主要集中在初高中階段學生的數學焦慮現狀調查及原因分析,對于緩解數學焦慮狀態(tài)的應對策略及實施方法很少提及。處于小升初過渡階段的預初學生,由于自身心智發(fā)展、與人相處及所處環(huán)境的改變、數學內容的深化等因素對其施加以影響,使其產生明顯的數學焦慮狀態(tài),嚴重影響到了預初學生的數學學習。針對這一現狀,本研究將對預初年級學生的數學焦慮現狀進行調查,分析原因,提出策略。為了解現階段預初年級學生的數學焦慮現狀,本研究以學習動機理論、數學教育心理學為理論指導,結合現階段預初學生的心理特點以及生活情況制定預初學生數學焦慮量表,通過對上海市寶山區(qū)兩所九年一貫制學校的預初年級學生共178人進行了問卷調查。在確定兩學校學生數學焦慮情況無顯著性差異的基礎上,分析得出現階段預初學生數學焦慮現狀,結合相應結果制定訪談提綱,再次分析訪談記錄提出緩解預初學生數學焦慮的應對策略。具體研究如下:1、數學焦慮現狀調查預初學生數學焦慮總體處于中等偏上水平;選取的兩樣本學校預初學生的數學焦慮情況不存在顯著性差異;總體水平下預初學生數學焦慮存在顯著性性別差異,女生數學焦慮情況高于男生;不同維度下數學考試焦慮程度高于數學學習焦慮、數學問題解決焦慮;預初學生數學焦慮與數學成績成負相關關系,即焦慮水平越高,數學成績越低;2、數學焦慮成因分析致使預初學生產生數學焦慮的原因大體分為三個方面:一是個人因素,包括心理、智力、其他三個方面;二是環(huán)境因素,包括班級環(huán)境及家庭環(huán)境;三是學科自身特點。3、數學焦慮應對策略研究本研究從預初學生數學焦慮的學習焦慮、問題解決焦慮、考試焦慮三個維度上實施策略進行緩解,分別以學生層面、學校層面、家庭層面為著手點。
[Abstract]:Mathematics anxiety is a kind of negative academic emotion. Excessive mathematics anxiety will affect students' self-cognition process, and then have a negative impact on students' mathematics learning. At present, the research on mathematics anxiety is mainly focused on the investigation and cause analysis of mathematics anxiety of middle and high school students, and the coping strategies and implementation methods to alleviate mathematics anxiety are seldom mentioned. At the stage of transition from small to high, the pre-primary students, due to their own mental development, the change of their environment, the deepening of mathematical content, and so on, exert an influence on them, thus causing them to have an obvious state of mathematical anxiety. It seriously affected the mathematics study of the preliminary students. In view of this situation, the present study will investigate the present situation of mathematics anxiety of pre-primary students, analyze the reasons and put forward strategies. In order to understand the present situation of mathematics anxiety of pre-primary students, the present study was guided by the theory of learning motivation and mathematics educational psychology, combined with the psychological characteristics and living conditions of the pre-junior students, and developed the mathematics anxiety scale for pre-primary students. A questionnaire survey was conducted among 178 pre-primary students in two nine-year schools in Baoshan District, Shanghai. On the basis of determining that there is no significant difference in mathematics anxiety between the two schools, this paper analyzes the present situation of mathematics anxiety of students at the present stage, and formulates an interview outline combining with the corresponding results. Thirdly, the interview records were analyzed and the coping strategies were put forward to alleviate the mathematics anxiety of the students. The specific research is as follows: 1. The present situation of mathematics anxiety is investigated. The mathematics anxiety of the pre-primary students is generally at the middle level, and there is no significant difference between the two sample schools. There is significant gender difference in mathematics anxiety of students at the general level, the mathematics anxiety of female students is higher than that of boys, the degree of mathematics test anxiety is higher than that of mathematics learning anxiety in different dimensions, and the anxiety of solving mathematical problems is higher than that of students in different dimensions. There is a negative correlation between mathematics anxiety and mathematics achievement, that is, the higher the anxiety level is, the lower the mathematics achievement is. Including psychological, intelligence, other three aspects; second, environmental factors, including class environment and family environment; third, the characteristics of the discipline. 3. Mathematics anxiety coping strategies. The implementation strategies of problem solving anxiety and test anxiety are alleviated in the aspects of students, schools and families.
【學位授予單位】：上海師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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本文編號：2051123