高一學(xué)生數(shù)學(xué)自我監(jiān)控能力與情緒情感的關(guān)系研究
發(fā)布時(shí)間：2018-11-13 10:02
【摘要】：從青少年身心發(fā)展規(guī)律,以及我國(guó)教育體制的變革可知,高中階段是學(xué)生成長(zhǎng)和學(xué)習(xí)的關(guān)鍵階段,好的開始是成功的一半,因此對(duì)高中一年級(jí)學(xué)生學(xué)習(xí)狀況的研究一直是我國(guó)教育界非常關(guān)注的問(wèn)題。高一學(xué)生剛剛踏入高中生活,數(shù)學(xué)學(xué)習(xí)的情緒情感還不是很穩(wěn)定,尤其是面對(duì)更加抽象的高中數(shù)學(xué)知識(shí),這就需要他們對(duì)數(shù)學(xué)學(xué)習(xí)過(guò)程進(jìn)行及時(shí)調(diào)控,以使學(xué)習(xí)過(guò)程能夠沿著目標(biāo)方向順利發(fā)展,從而促進(jìn)數(shù)學(xué)學(xué)習(xí)。學(xué)生對(duì)整個(gè)數(shù)學(xué)學(xué)習(xí)過(guò)程的調(diào)控和把握,依賴于個(gè)體的數(shù)學(xué)自我監(jiān)控能力。因此,了解高一學(xué)生數(shù)學(xué)自我監(jiān)控能力與數(shù)學(xué)學(xué)習(xí)情緒情感的關(guān)系對(duì)于促進(jìn)其數(shù)學(xué)學(xué)習(xí)還是很有必要的。本文在問(wèn)卷調(diào)查的基礎(chǔ)上,采取了相關(guān)分析、方差分析等統(tǒng)計(jì)方法,對(duì)高一學(xué)生數(shù)學(xué)自我監(jiān)控能力與情緒情感的現(xiàn)狀,以及二者的關(guān)系進(jìn)行了分析,并對(duì)如何提高其數(shù)學(xué)自我監(jiān)控能力和情緒情感提出了教學(xué)建議。對(duì)高一學(xué)生數(shù)學(xué)自我監(jiān)控能力及情緒情感的現(xiàn)狀分析發(fā)現(xiàn),目前他們數(shù)學(xué)學(xué)習(xí)的情緒情感狀態(tài)大部分都處于中等水平,高、低情緒情感者均較少。數(shù)學(xué)自我監(jiān)控能力水平大部分處于中等偏下,高監(jiān)控能力者較少,且存在部分低監(jiān)控能力者。對(duì)高一學(xué)生數(shù)學(xué)自我監(jiān)控能力與情緒情感的相關(guān)分析發(fā)現(xiàn),二者之間呈顯著線性相關(guān)關(guān)系。對(duì)數(shù)學(xué)自我監(jiān)控能力的影響因素分析發(fā)現(xiàn),情緒穩(wěn)定性、學(xué)習(xí)焦慮、學(xué)習(xí)效能感均對(duì)其產(chǎn)生影響。其中,情緒穩(wěn)定性和學(xué)習(xí)效能感與數(shù)學(xué)自我監(jiān)控能力之間呈正相關(guān)關(guān)系,即從整體上看學(xué)生的情緒穩(wěn)定性和學(xué)習(xí)效能感越高,其監(jiān)控能力越高。學(xué)習(xí)焦慮與數(shù)學(xué)自我監(jiān)控能力之間呈負(fù)相關(guān)關(guān)系,即從整體上看學(xué)生的學(xué)習(xí)焦慮水平越高,其監(jiān)控能力越低。對(duì)數(shù)學(xué)學(xué)習(xí)情緒情感的影響因素分析發(fā)現(xiàn),計(jì)劃、管理、檢查、調(diào)控、評(píng)價(jià)各因素均對(duì)學(xué)生數(shù)學(xué)學(xué)習(xí)的情緒情感產(chǎn)生影響,且與情緒情感之間均呈正相關(guān)關(guān)系,如高管理能力的學(xué)生普遍擁有高情緒情感,中管理能力的學(xué)生普遍擁有中情緒情感,低管理能力的學(xué)生普遍擁有低情緒情感,而中、低計(jì)劃能力以及中、低調(diào)控能力之間對(duì)應(yīng)的情緒情感狀態(tài)差距不大。為提高高一學(xué)生的數(shù)學(xué)自我監(jiān)控能力水平和情緒情感狀態(tài),依據(jù)論文研究結(jié)果做了如下教學(xué)建議:通過(guò)加強(qiáng)數(shù)學(xué)學(xué)習(xí)的情緒穩(wěn)定性和學(xué)習(xí)效能感,降低學(xué)習(xí)焦慮,來(lái)提高學(xué)生的數(shù)學(xué)自我監(jiān)控能力水平;通過(guò)增強(qiáng)數(shù)學(xué)學(xué)習(xí)中的計(jì)劃、管理、檢查、調(diào)節(jié)、評(píng)價(jià)等能力,來(lái)提高學(xué)生數(shù)學(xué)學(xué)習(xí)的情緒情感狀態(tài)。
[Abstract]:From the law of the physical and mental development of young people and the reform of our educational system, we can see that the high school stage is the key stage for students to grow up and study, and a good start is half the success. Therefore, the study on the learning status of the first grade high school students has always been a problem of great concern in the educational circles of our country. High school students have just entered high school life, the emotion of mathematics learning is not very stable, especially in the face of more abstract high school mathematics knowledge, which requires them to timely control the mathematics learning process. So that the learning process can develop smoothly along the direction of the goal, thus promoting mathematics learning. Students' control and mastery of the whole mathematics learning process depends on their ability of self-monitoring. Therefore, it is necessary to understand the relationship between mathematics self-monitoring ability and mathematics learning emotion. Based on the questionnaire survey, this paper analyzes the current situation of mathematics self-monitoring ability and emotion of senior high school students, and the relationship between them, by using the statistical methods such as correlation analysis, variance analysis, and so on. The teaching suggestions on how to improve their mathematical self-monitoring ability and emotion are put forward. Based on the analysis of mathematics self-monitoring ability and emotional emotion of senior high school students, it is found that most of the emotional states of their mathematics study are at the middle level, and few of them have high or low emotion. The level of mathematical self-monitoring ability is mostly at the middle level, the high monitoring ability is less, and there are some low-monitoring ability. The correlation analysis between mathematics self-monitoring ability and emotion of senior one students shows that there is a significant linear correlation between them. It was found that emotional stability, learning anxiety and learning efficacy all affected the self-monitoring ability of mathematics. Among them, there is a positive correlation between emotional stability and learning efficacy and mathematical self-monitoring ability, that is, the higher the emotional stability and learning efficacy, the higher the monitoring ability. There is a negative correlation between learning anxiety and mathematics self-monitoring ability, that is, the higher the level of learning anxiety, the lower the monitoring ability. Through the analysis of the influencing factors of emotional emotion in mathematics learning, it is found that the factors of planning, management, inspection, regulation and evaluation have a positive correlation with the emotion and emotion of students' mathematics learning. For example, students with high management ability generally have high emotional emotion, students with middle management ability generally have middle emotional emotion, students with low management ability generally have low emotional emotion, while middle, low planning ability and middle and low level, The difference of emotional state between low regulation ability is not big. In order to improve the ability of mathematics self-monitoring and emotional state of senior high school students, the following teaching suggestions are made according to the results of the paper: to reduce learning anxiety by strengthening the emotional stability and learning efficacy of mathematics learning. To improve the students' ability of self-monitoring in mathematics; By enhancing the ability of planning, management, examination, adjustment and evaluation in mathematics learning, the emotional state of mathematics learning can be improved.
【學(xué)位授予單位】：魯東大學(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)：2328767
[Abstract]:From the law of the physical and mental development of young people and the reform of our educational system, we can see that the high school stage is the key stage for students to grow up and study, and a good start is half the success. Therefore, the study on the learning status of the first grade high school students has always been a problem of great concern in the educational circles of our country. High school students have just entered high school life, the emotion of mathematics learning is not very stable, especially in the face of more abstract high school mathematics knowledge, which requires them to timely control the mathematics learning process. So that the learning process can develop smoothly along the direction of the goal, thus promoting mathematics learning. Students' control and mastery of the whole mathematics learning process depends on their ability of self-monitoring. Therefore, it is necessary to understand the relationship between mathematics self-monitoring ability and mathematics learning emotion. Based on the questionnaire survey, this paper analyzes the current situation of mathematics self-monitoring ability and emotion of senior high school students, and the relationship between them, by using the statistical methods such as correlation analysis, variance analysis, and so on. The teaching suggestions on how to improve their mathematical self-monitoring ability and emotion are put forward. Based on the analysis of mathematics self-monitoring ability and emotional emotion of senior high school students, it is found that most of the emotional states of their mathematics study are at the middle level, and few of them have high or low emotion. The level of mathematical self-monitoring ability is mostly at the middle level, the high monitoring ability is less, and there are some low-monitoring ability. The correlation analysis between mathematics self-monitoring ability and emotion of senior one students shows that there is a significant linear correlation between them. It was found that emotional stability, learning anxiety and learning efficacy all affected the self-monitoring ability of mathematics. Among them, there is a positive correlation between emotional stability and learning efficacy and mathematical self-monitoring ability, that is, the higher the emotional stability and learning efficacy, the higher the monitoring ability. There is a negative correlation between learning anxiety and mathematics self-monitoring ability, that is, the higher the level of learning anxiety, the lower the monitoring ability. Through the analysis of the influencing factors of emotional emotion in mathematics learning, it is found that the factors of planning, management, inspection, regulation and evaluation have a positive correlation with the emotion and emotion of students' mathematics learning. For example, students with high management ability generally have high emotional emotion, students with middle management ability generally have middle emotional emotion, students with low management ability generally have low emotional emotion, while middle, low planning ability and middle and low level, The difference of emotional state between low regulation ability is not big. In order to improve the ability of mathematics self-monitoring and emotional state of senior high school students, the following teaching suggestions are made according to the results of the paper: to reduce learning anxiety by strengthening the emotional stability and learning efficacy of mathematics learning. To improve the students' ability of self-monitoring in mathematics; By enhancing the ability of planning, management, examination, adjustment and evaluation in mathematics learning, the emotional state of mathematics learning can be improved.
【學(xué)位授予單位】：魯東大學(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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