【摘要】：數(shù)學優(yōu)秀生是指對數(shù)學學習活動積極主動能保持持久的興趣,高效率的學習方法,善于獨立思考,意志力堅強并且數(shù)學成績較為突出的學生。數(shù)學優(yōu)秀生的心理表征是指在數(shù)學學習活動中,數(shù)學優(yōu)秀生在認知、思維、情感、態(tài)度等諸多方面所表現(xiàn)出的獨特數(shù)學氣質�；趯�(shù)學優(yōu)秀生和心理表征的認識,從心理表征的三個方面即:認知方面、元認知方面和元情感方面來展開研究,構建初中優(yōu)秀生數(shù)學心理表征模型。首先,分析已有研究理論,與部分教師訪談進行預調查,提出初中數(shù)學優(yōu)秀生心理表征模型的假說,接著,通過征詢有關專家和經驗豐富的中學數(shù)學教師們的意見,修正模型的假說并確定模型。最后,通過優(yōu)秀生的個案研究,進一步檢驗模型的合理性。通過理論和實證的研究表明,初中數(shù)學優(yōu)秀生心理表征模型如下:1.在認知方面:敏銳的觀察力,可區(qū)分出數(shù)學問題結構中的類型特征、數(shù)量關系和無關信息;富于聯(lián)想、遷移,快速地把已知的條件和自身已有的知識聯(lián)系起來;善于理解,在理解的基礎上,將抽象的數(shù)學知識賦予具體的含義;表征方式豐富、靈活,能抓住問題的關鍵,多層次、全方位地分析問題、表征問題,選擇最合適的表征方式解決問題。2.在元認知方面:善于組織計劃,總結和提煉做題過程中的數(shù)學思想方法,舉一反三,類比推理,將一個問題從個別推向一般,從而使問題不斷深化;監(jiān)控調節(jié),對自身的數(shù)學學習有清醒認識,知道自己的優(yōu)勢與不足及需要努力的方向;注重反思。3.在元情感方面:濃厚的數(shù)學興趣,追求自我價值;意志堅強;勤于辨析,有批判性;獨立思考。
[Abstract]:The outstanding students in mathematics refer to the students who are active and active in mathematics learning, who can keep a lasting interest, have a high efficiency in learning, be good at independent thinking, have a strong willpower and have outstanding results in mathematics. The psychological representation of the excellent students in mathematics refers to their unique mathematical temperament in cognition, thinking, emotion, attitude and so on. Based on the understanding of mathematical excellence and psychological representation, this paper studies the three aspects of psychological representation: cognitive, metacognitive and meta-affective, and constructs the mathematical psychological representation model of excellent junior high school students. First of all, by analyzing the existing research theories, conducting a preliminary investigation with some teachers, and putting forward the hypothesis of psychological representation model of the outstanding mathematics students in junior high school, then, by consulting the relevant experts and experienced middle school mathematics teachers, Revise the model hypothesis and determine the model. Finally, through the case study of outstanding students, further test the rationality of the model. Through theoretical and empirical research, it is shown that the psychological representation model of excellent mathematics students in junior high school is as follows: 1. In the cognitive aspect: the keen observation, can distinguish the type characteristic, the quantity relation and the irrelevant information in the mathematical question structure; is rich in association, transfers, links the known condition with own knowledge quickly; is good at understanding, On the basis of understanding, the abstract mathematical knowledge is given specific meaning; the representation is rich, flexible, can grasp the key of the problem, multi-level, all-directional analysis of the problem, representation of the problem, and choose the most appropriate representation to solve the problem. In metacognition: good at organizing and planning, summarizing and refining the mathematical thinking methods in the process of doing problems, drawing the same conclusion, reasoning by analogy, pushing a problem from individual to general, thus deepening the problem, monitoring and regulating, Have a clear understanding of their own mathematics learning, know their strengths and shortcomings and need to strive for direction; pay attention to reflection. 3. In the aspect of meta-emotion: strong interest in mathematics, pursuit of self-worth; strong will; diligence in discrimination, critical; independent thinking.
【學位授予單位】：新疆師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.6

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