高中生學(xué)習(xí)風(fēng)格與空間想象力、立體幾何成績(jī)的相關(guān)性研究
發(fā)布時(shí)間：2018-10-07 20:03
【摘要】：立體幾何是高中數(shù)學(xué)當(dāng)中比較獨(dú)立的內(nèi)容,它的教學(xué)重點(diǎn)是培養(yǎng)學(xué)生的空間想象能力,空間想象能力既是一種能力也是一種智力。隨著心理學(xué)的發(fā)展,人們傾向于從信息加工的角度去研究人類智能,而學(xué)習(xí)風(fēng)格是學(xué)習(xí)者對(duì)信息加工、吸收和保持時(shí)所表現(xiàn)出的特定的方式,二者可能存在交互作用。新課標(biāo)指出老師要充分尊重學(xué)生個(gè)體差異,做到因材施教,空間想象能力和學(xué)習(xí)風(fēng)格都是影響學(xué)生個(gè)體差異的因素。本研究就是要通過(guò)空間想象能力與學(xué)習(xí)風(fēng)格的結(jié)合來(lái)對(duì)高中生進(jìn)行研究,考察學(xué)習(xí)風(fēng)格、空間想象能力和立體幾何成績(jī)?nèi)呤欠窬哂邢嚓P(guān)性,根據(jù)個(gè)別差異因材施教,從而為提高學(xué)生的立體幾何成績(jī)提供依據(jù)。本研究以270名高二學(xué)生為被試,以柯勃學(xué)習(xí)風(fēng)格測(cè)試卷和筆者自編的空間想象能力測(cè)試卷、立體幾何成績(jī)測(cè)試卷為量表,得出以下結(jié)論:(1)高中生學(xué)習(xí)風(fēng)格人數(shù)分布以發(fā)散型最多,順應(yīng)型次之,集中型最少。學(xué)生的學(xué)習(xí)風(fēng)格存在性別差異,男生同化型和集中型居多,女生發(fā)散型和順應(yīng)型居多。高中生學(xué)習(xí)風(fēng)格存在文理科差異,發(fā)散型和順應(yīng)型學(xué)生擅長(zhǎng)文科類學(xué)科的學(xué)習(xí),集中型和同化型擅長(zhǎng)理科類學(xué)科的學(xué)習(xí)。(2)不同學(xué)習(xí)風(fēng)格學(xué)生空間想象能力存在差異。從性別的角度講,男生偏向集中型和同化型,空間想象能力比較強(qiáng);女生發(fā)散型和順應(yīng)型居多,空間想象能力比較弱。從不同分?jǐn)?shù)段的角度來(lái)講,集中型學(xué)生的優(yōu)生率最高,發(fā)散型學(xué)生的差生率最高。(3)不同學(xué)習(xí)風(fēng)格學(xué)生立體幾何成績(jī)存在差異。從性別的角度講,不同學(xué)習(xí)風(fēng)格不同性別學(xué)生立體幾何成績(jī)存在差異,男生普遍高于女生。從不同分?jǐn)?shù)段的角度來(lái)講,集中型學(xué)生的立體幾何成績(jī)普遍較高,發(fā)散型和順應(yīng)型學(xué)生的成績(jī)較低,同化型學(xué)生的成績(jī)處于中等水平居多。(4)學(xué)習(xí)風(fēng)格和空間想象能力的交互作用對(duì)立體幾何成績(jī)有顯著性影響。本文根據(jù)柯勃經(jīng)驗(yàn)學(xué)習(xí)理論提出如下教學(xué)策略:(1)善于識(shí)別學(xué)生學(xué)習(xí)風(fēng)格,提高空間想象能力(2)針對(duì)不同學(xué)習(xí)風(fēng)格因材施教(3)尊重學(xué)習(xí)風(fēng)格性別差異因性施教(4)針對(duì)發(fā)散型學(xué)生,提高立體幾何成績(jī)。
[Abstract]:Solid geometry is a relatively independent content in high school mathematics. Its teaching emphasis is to cultivate students' spatial imagination ability, which is not only a kind of ability but also a kind of intelligence. With the development of psychology, people tend to study human intelligence from the perspective of information processing. Learning style is a specific way for learners to process, absorb and maintain information, and there may be interaction between the two. The new curriculum standard points out that teachers should fully respect the individual differences of students and teach students according to their aptitude. The spatial imagination ability and learning style are all the factors that affect the individual differences of students. The purpose of this study is to study high school students through the combination of spatial imagination ability and learning style, to investigate whether learning style, spatial imagination ability and solid geometry scores are related, and to teach students according to their individual differences. So as to improve the results of three-dimensional geometry students to provide the basis. In this study, 270 senior high school students were selected as subjects, the Cobb learning style test paper, the spatial imagination test paper, and the solid geometry test scale, which were developed by the author, were used as the scale. The main conclusions are as follows: (1) the number of students with learning styles in senior high school is most distributed in divergence type, second in adaptation type, and the least in concentration. There are gender differences in students' learning styles, male students are mostly assimilative and centralized, girls are divergent and acclimatized. There are differences in the learning styles of senior high school students in arts and science, divergent and adaptive students are good at learning liberal arts, and centralized and assimilative students are good at learning science. (2) there are differences in spatial imagination ability of students with different learning styles. From the gender point of view, boys tend to concentrate and assimilate, the spatial imagination ability is relatively strong, female students are mostly divergent and adaptive, the spatial imagination ability is relatively weak. From the point of view of different grades, the excellent students rate is the highest and the difference rate is the highest. (3) there are differences in stereo geometry scores among students with different learning styles. From the gender point of view, students with different learning styles and different genders have different results in stereo geometry, and boys are generally higher than girls. From the point of view of different grades, concentrated students generally have higher scores in solid geometry, while students of divergent and adaptive types have lower scores. (4) the interaction between learning style and spatial imagination has a significant effect on the achievement of solid geometry. Based on Cobb's experiential learning theory, this paper puts forward the following teaching strategies: (1) being good at identifying students' learning styles and improving their spatial imagination ability; (2) teaching students with different learning styles according to their aptitude; (3) respecting gender differences in learning styles; (4) teaching students with divergent learning styles. Improve the performance of solid geometry.
【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
本文編號(hào)：2255504
[Abstract]:Solid geometry is a relatively independent content in high school mathematics. Its teaching emphasis is to cultivate students' spatial imagination ability, which is not only a kind of ability but also a kind of intelligence. With the development of psychology, people tend to study human intelligence from the perspective of information processing. Learning style is a specific way for learners to process, absorb and maintain information, and there may be interaction between the two. The new curriculum standard points out that teachers should fully respect the individual differences of students and teach students according to their aptitude. The spatial imagination ability and learning style are all the factors that affect the individual differences of students. The purpose of this study is to study high school students through the combination of spatial imagination ability and learning style, to investigate whether learning style, spatial imagination ability and solid geometry scores are related, and to teach students according to their individual differences. So as to improve the results of three-dimensional geometry students to provide the basis. In this study, 270 senior high school students were selected as subjects, the Cobb learning style test paper, the spatial imagination test paper, and the solid geometry test scale, which were developed by the author, were used as the scale. The main conclusions are as follows: (1) the number of students with learning styles in senior high school is most distributed in divergence type, second in adaptation type, and the least in concentration. There are gender differences in students' learning styles, male students are mostly assimilative and centralized, girls are divergent and acclimatized. There are differences in the learning styles of senior high school students in arts and science, divergent and adaptive students are good at learning liberal arts, and centralized and assimilative students are good at learning science. (2) there are differences in spatial imagination ability of students with different learning styles. From the gender point of view, boys tend to concentrate and assimilate, the spatial imagination ability is relatively strong, female students are mostly divergent and adaptive, the spatial imagination ability is relatively weak. From the point of view of different grades, the excellent students rate is the highest and the difference rate is the highest. (3) there are differences in stereo geometry scores among students with different learning styles. From the gender point of view, students with different learning styles and different genders have different results in stereo geometry, and boys are generally higher than girls. From the point of view of different grades, concentrated students generally have higher scores in solid geometry, while students of divergent and adaptive types have lower scores. (4) the interaction between learning style and spatial imagination has a significant effect on the achievement of solid geometry. Based on Cobb's experiential learning theory, this paper puts forward the following teaching strategies: (1) being good at identifying students' learning styles and improving their spatial imagination ability; (2) teaching students with different learning styles according to their aptitude; (3) respecting gender differences in learning styles; (4) teaching students with divergent learning styles. Improve the performance of solid geometry.
【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
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 孫宏安;;談空間想象能力[J];大連教育學(xué)院學(xué)報(bào);2015年04期
2 陸小兵;;初中生學(xué)習(xí)風(fēng)格與英語(yǔ)成績(jī)關(guān)系研究[J];中國(guó)教育學(xué)刊;2013年12期
3 楊立剛;;教師教學(xué)風(fēng)格與學(xué)生學(xué)習(xí)風(fēng)格的相關(guān)性研究[J];教學(xué)與管理;2011年21期
4 劉曉玫;;構(gòu)建促進(jìn)學(xué)生空間觀念發(fā)展的幾何課程——基于小學(xué)生空間觀念發(fā)展水平的研究[J];課程.教材.教法;2008年10期
5 嚴(yán)加平;夏惠賢;;基于經(jīng)驗(yàn)學(xué)習(xí)的學(xué)習(xí)風(fēng)格研究述評(píng)[J];教育科學(xué);2006年01期
6 鄭翔,徐群飛;幾何教學(xué)與學(xué)生空間想象能力關(guān)系的調(diào)查研究[J];數(shù)學(xué)教育學(xué)報(bào);2005年03期
7 陸根書;學(xué)習(xí)風(fēng)格與學(xué)習(xí)成績(jī)的相關(guān)分析[J];高等工程教育研究;2005年04期
8 徐明杰;淺談空間想象能力的培養(yǎng)[J];數(shù)學(xué)通報(bào);2005年06期
9 余永安;培養(yǎng)學(xué)生空間想象能力和思維能力——從2004年全國(guó)高考立體幾何題的評(píng)閱談起[J];數(shù)學(xué)通報(bào);2005年04期
10 李洪玉,林崇德;中學(xué)生空間認(rèn)知能力結(jié)構(gòu)的研究[J];心理科學(xué);2005年02期
相關(guān)碩士學(xué)位論文 前3條
1 管莉莉;高中生空間想象能力現(xiàn)狀的調(diào)查研究[D];江西師范大學(xué);2015年
2 李冰;基于初中生數(shù)學(xué)學(xué)習(xí)風(fēng)格的數(shù)學(xué)學(xué)習(xí)策略對(duì)數(shù)學(xué)學(xué)業(yè)成績(jī)的影響[D];東北師范大學(xué);2015年
3 鄭麗華;7-11年級(jí)學(xué)生空間能力發(fā)展的調(diào)查研究[D];華東師范大學(xué);2006年
，本文編號(hào)：2255504
本文鏈接：http://sikaile.net/zhongdengjiaoyulunwen/2255504.html
最近更新
教材專著
